Seanewdim Ped Psy Ii33 Issue 66

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Science and Education a New Dimension. Pedagogy and Psychology, III(33), Issue: 66, 2015
p-ISSN 2308-5258
www.seanewdim.com
e-ISSN 2308-1996
III(33), Issue 66, 2015

SCIENCE AND EDUCATION A NEW DIMENSION
Pedagogy and Psychology
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Editorial board
Editor-in-chief: Dr. Xnia Vmos
Honorary Senior Editor:
Jen Barkts, Dr. habil. Nina Tarasenkova, Dr. habil.
Andriy Myachykov, PhD in Psychology, Senior Lecturer, Department of Psychology, Faculty of Health and Life Sciences,
Northumbria University, Northumberland Building, Newcastle
upon Tyne, United Kingdom
Edvard Ayvazyan, Doctor of Science in Pedagogy, National
Institute of Education, Yerevan, Armenia
Ferenc Ihsz, PhD in Sport Science, Apczai Csere Jnos Faculty
of the Universityof West Hungary
Ireneusz Pyrzyk, Doctor of Science in Pedagogy, Dean of Faculty of Pedagogical Sciences, University of Humanities and Economics in Wocawek, Poland
Irina Malova, Doctor of Science in Pedagogy, Head of Department of methodology of teaching mathematics andinformation
technology, Bryansk State University named after Academician
IG Petrovskii, Russia
Oleg Melnikov, Doctor of Science in Pedagogy, Belarusian State

University, Belarus
Riskeldy Turgunbayev, CSc in Physics and Mathematics, associated professor, head of the Department of Mathematical Analysis, Dean of the Faculty of Physics and Mathematics of the Tashkent State edagogical University, Uzbekistan
Roza Uteeva, Doctor of Science in Pedagogy, Head of the Department of Algebra and Geometry, Togliatti StateUniversity,
Russia
Seda K. Gasparyan, Doctor of Science in Philology, Department
of English Philology, Professor and Chair, Yerevan State University, Armenia
Svitlana A. Zhabotynska, Doctor of Science in Philology, Department of English Philolgy of Bohdan Khmelnitsky National,
University of Cherkasy, Ukraine
Irina S. Shevchenko, Doctor of Science in Philology, Department of ESP and Translation, V.N. Karazin Kharkiv National
University, Ukraine
Tatyana Prokhorova, Doctor of Science in Pedagogy, Professor

of Psychology, Department chair of pedagogics andsubject technologies, Astrakhan state university, Russia
Kosta Garow, PhD in Pedagogy, associated professor, Plovdiv

University Paisii Hilendarski, Bulgaria
Tetiana Hranchak, Doctor of Science Social Communication,

Head of department of political analysis of the Vernadsky National Library of Ukraine
Lszl Ktis, PhD in Physics, Research Centre for Natural Sciences, Hungary, Budapest
Larysa Klymanska, Doctor of Political Sciences, associated
professor, Head of the Department of Sociology and Social Work,
Lviv Polytechnic National University, Ukraine
Liudmyla Sokurianska, Doctor of Science in Sociology, Prof.
habil., Head of Department of Sociology, V.N. Karazin Kharkiv
National University
Marian Wloshinsk, Doctor of Science in Pedagogy, Faculty of
Pedagogical Sciences, University of Humanities and Economics
in Wocawek, Poland
Melinda Nagy, PhD in Biology, associated professor, Department
of Biology, J. Selye University in Komarno, Slovakia
Alexander Perekhrest, Doctor of Science in History, Prof. habil.,
Bohdan Khmelnitsky National University of Cherkasy, Ukraine
Nikolai N. Boldyrev, Doctor of Science in Philology, Professor
and Vice-Rector in Science, G.R. Derzhavin State University in
Tambov, Russia
Oleksii Marchenko, Doctor of Science in Philosophy, Head of
the Department of Philosophy and Religious Studies, Bohdan
Khmelnitsky National University of Cherkasy, Ukraine
Valentina Orlova, Doctor of Science in Economics, IvanoFrankivsk National Technical University of Oil and Gas, Ukraine
Vasil Milloushev, Doctor of Science in Pedagogy, professor of
Departament of Mathematics and Informatics, Plovdiv University
Paisii Hilendarski, Plovdiv, Bulgaria
Veselin Kostov Vasilev, Doctor of Psychology, Professor
and Head of the department of Psychology Plovdiv University
Paisii Hilendarski, Bulgaria
Vladimir I. Karasik, Doctor of Science in Philology, Department
of English Philology, Professor and Chair, Volgograd State Pedagogical University, Russia
Volodimir Lizogub, Doctor of Science in Biology, Head of the
department of anatomy and physiology of humans andanimals,
Bohdan Khmelnitsky National University of Cherkasy, Ukraine
Zinaida A. Kharitonchik, Doctor of Science in Philology, Department of General Linguistics, Minsk State LinguisticUniversity, Belarus
Zoltn Por, CSc in Language Pedagogy, Head of Institute of
Pedagogy, Apczai Csere Jnos Faculty of the Universityof West
Hungary
Olga Sannikova, Doctor of Science in Psychology, professor,

Head of the department of general and differential psychology,
South Ukrainian National Pedagogical University named after
K.D. Ushynsky, Odesa, Ukraine
Managing editor:
Barkts N.
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CONTENT
PEDAGOGY ...
Perspective analysis of preschool specialists training peculiarities in France
N.I. Melnyk ..
The prospects of developing art teaching in higher school
T.V. Panyok .
The use of the case-technologies in teaching Maritime English in a competency-based approach
V. Smelikova
Cross-Cultural Communicative Competence in the Language Teaching of Future Translators
M. Vozna ..
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.. ..

..

.. , .. , .. .

.. ..

..

..

.. ..

.. ..
( )
.. , .. .

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PSYCHOLOGY ..
Religion and religiosity in analytical psychology
N.M. Bulatevich ..
Compositional method of person reseach
Yu. I. Madinova ..

.. ...

.. ..

.. .

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6
10
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51
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63
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85
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PEDAGOGY
Perspective analysis of preschool specialists training peculiarities in France

N.I. Melnyk*
Pedagogical Institute, Borys Grinchenko Kyiv University, Kyiv, Ukraine
*Corresponding author. E-mail: n.melnyk@kubg.edu.ua
Paper received 02.11.15; Revised 06.11.15; Accepted for publication 12.11.15.
Abstract: The analysis of preschool teachers professional training in France in the context of different aspects is presented in the
article. Peculiarities of preschool specialists professional education are characterised by the author. Characteristics of preschool
specialists training and peculiarities of qualification in France allowed to determine main directions of educational policy in the field
of preschool teachers training. These include: providing basic education workers in the sector, especially the public sector; ensuring
level education according to the Bologna Convention; provide continuing professional development experts involved in educational
activities in pre-schools; ensuring the implementation of common European training concept based on competence approach. Some
historical events, which influenced on the professional pedagogical education system in France are pointed out, they are: trends in the
content transformation into new European conception of teacher education and related reforms in 1989; integration into the European
educational space, cooperation with European organizations and joining in education programs of west European countries; realization of generally accepted European concept of "lifelong learning". The perspective of further improvement of preschool teachers
professional training in France and the positive aspects for adaptation into Ukrainian system of preschool teachers education are
distinguished: increasing the emphasis on early childhood in pre-service and in-service training; training for inspectors assigned to
primary schools should be enhanced with an early childhood module; focus professional development on meeting gaps in initial
trainingin particular, a focus on the two-year-olds, children with special educational needs and disabilities, outreach to families,
and intercultural issues; to examine the possible mismatch between the numbers of students allowed to enter training programmes
and the staffing needs of the field; in order for ECEC to be attractive to potential candidates, it must be viewed as a viable profession,
with opportunities for salary and career advancement.
Keywords: professional training, preschool teachers, the system of pedagogical education, perspective of adaptation
The development and reformation of educational sector in

Ukraine are characterized by the considerable influence of
international integration, globalization and expansion of
scientific and practical communication between participants of educational systems all over the world. In particular this applies to professional teaching sector, especially
to preschool teachers, who ensure the full and harmonious
development of preschool children. Thats why the problem of professional training of teachers in the context of
integration of national education in the European educational space, the search for mechanisms of adaptation of
national teacher education generally accepted in the world
demands training of teachers of different educational links
clearly is urgent.
Special note is preschool teachers training, that requires not just reform and improvement, but also reformatting it like a European concept. All aspects of the
reformatting training educators in Ukraine require careful
study and generalization of international experience in
solving this issue, namely mechanisms of building strategy development, improvement and search for further prospects of the industry development.
Analyzing preschool teachers professional training its
important to mention that the problem of European teacher
education is net new to Ukrainian scientific investigation. It
has been the subject of research N. Abashkina, T. Vakulenko, V. Hamanyuk, N. Kozak (training and further training
of teachers, teaching the basics of teacher training in Germany), J. Kishchenko, A. Leontiev, A. Parinova, A. Romanenko, N. Yatsyshyn (modern teacher education reforming,
pedagogical skills formation of teachers in the UK),
N. Lavrychenko, N. Leshchenko, L. Puhovskoyu, T. Sukhomlinska, I. Taranenko carried out studies that analyzed
some aspects of training and of teachers in European countries. But these works were devoted to general teachers
education, the problem of preschool teachers education was

not the subject of separate scientific study.
The mentioned above proves that the problem of preschool teachers training in Europe can be widely and
complexly analyzed, as to regional, national characteristics and traditions of education. Thats why in this article
the interest of this article will concern a part of the problem that is the preschool teachers professional training in
France, which is the purpose of the article.
France has an extensive system of early learning:
nursery (crche) or children's centers (childcare centres)
for children from 0 to 3, administered social sector and
"mother schools" for 2-5-year-olds to be that subordinate
and controlled by state departments of education. Children enter primary school at the age of 6 years. "Parent
School" was a structural part of the national education
system of France from 1881. In 1975 and 1989 visits to
preschool children 3-4 and 5-age, under the law was mandatory. In 2004-2005, all children aged 3-4 and 5 years
and 26.1 percent of 2-year-olds were enrolled in such
institutions. At present free public preschools visited by
80 percent of preschool children [1].
In 1989 the French government decided to merge the
preschool and primary education, as a result the system
covered children from 2 to 11 years and was divided into
three-year training cycle: pre-school, basic or basic and
development cycle. Under the new system 5-year-old
children who graduate study in the "mother schools" last
year combined education with the first two years of primary school, according to a new division it was already a
basic cycle of general studying [2]. Modern system of
preschool education in France can be shortly characterised in the Table 1.
An asset of ECEC in France, especially for infants and
toddlers, is that there are a variety of professionals work-
ing side by side in the different services. In addition to the
range of early childhood professionals (puricultrices,
auxiliaires de puriculture, ducateurs de jeunes enfants),
there are doctors, psychologists, and other specialists affiliated with these settings. This diversity of professional
backgrounds and areas of expertise can provide a rich set
of skills and competences with which to support childrens early development, health, and learning. However,
several interviewees noted that the professional training
tracks are rather rigid, meaning that it is difficult or im-
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possible to transition from one role to another even with

additional training. The lack of an integrated training and
career lattice can provide barriers to improving the overall
professionalisation of the early childhood workforce.
There also is some concern that these professions have
not adapted to the changing realities of families in France
(e.g., unemployment, single-parenthood, poverty, disabilities and illness) and that the current training course do not
emphasise the teamwork necessary to work in interdisciplinary staffing patterns [1; 4].
Table 1. Characteristics of the main forms of ECEC

Type
% children enrolled under age 3
3 to 6 years
Supervision
Regulations
Staff qualifications
Employer
Global cost
Unit cost per child per year
Cost sharing
(financing)
Methods of
financing
GROUP ECEC ARRANGEMENTS

Crche
cole maternelles
220 000 (10 %)
255 000 (34,7% of two-year-olds)
Marginal
2 360 000 (almost 100%)
Licensing and supervision by Inspecteur de lEducation Nationale
the dpartement (child and (IEN)
maternal health PMI)
Dcret of 1/8/2000 andarrt Code de lducation Dcret of 6
of 26/12 Education and social September 1990 regarding the organproject, maximum capacity, isation and operations of the coles
facility requirements, role of maternelles and elementary schools.
parents, adult-child ratio group Arrts of 25 January 2002: schedule
size, staff qualifications, affili- et curriculum for primary education
ation with a doctor
(Official Bulletin for Education
BOEN of 14 February 2002).
Director : puricultrice or
Recruitment by public exam Instiducatrice de jeunes enfants tuteur (bac + 2 yrs)
(bac + 4 or 3 yrs)
Professeur des coles : licence (3 yr
Staff who work with children college degree) + professional train(auxiliaire de puriculture : ing at an IUFM
brevet + 1 yr of training)
36 weeks of professional development over the teachers career
Communes : 70 %
State (national govt)
Non-profit assoc. : 28 %
# 2 billion euros (including 4 040 euros
haltes-garderies)
12 700 euros
CNAF, Communes
Staff : State Facilities and mainteFamilies
nance: communes
Prestation de service
State
CNAF
Communes
Subsidies from communes
12 % of monthly income
N/A
INDIVIDUAL ECEC ARRANGEMENTS

Assistantes maternelle
Garde domicile
- 415 000 (20%)
- 31 000 (1,5%)
- 240 000
- 49 000
Licensing and supervision None
by the dpartement (PMI
service)
Loi of 17/7/1992 and dcrets No regulation
of 1992 Licensing for 1 to 3
children for a period of 5
years; provider must be
healthy, capable of assuring
the childs well-being, safety
of home
60 hours of training within 5 No requiredtraining;
years of receiving a license possibility for voluntary training (with the
agreement of employer)
Parents
Parents
1,7 billion euros (including

3-6 year olds)
6 600 euros
CNAF
Families
AFEAMA allowance
135 billion , including 3-6 year olds)

17 200 euros
CNAF
Families
AGED
allowance
Cost AFEAMA
At least 222 euros/month
Cost AGED
750 euros/month
Source: French Background Report, 2003
According to the development of preschool education

there has been a change in the state strategy for preschool
specialists training. Describing the system of teachers
training in France it is important to note that it is closely
linked with the general system of education. This is due
primarily to the reforms of 1980-80's, which took place in
the European teacher education systems were associated
with a new concept of teacher education. There was a
need to address discrepancies between the high demands
of contemporary society to the teacher and his insufficient
training, the need to update the content of higher pedagogical education to the requirements [3].
In France, the reform of education was marked by the
implementation of the Law "On Education" dated by the
10-th of July 1989, under which only one educational
institution of higher education was established - Institute
of University teachers training (instituts universitaires de
formation des matres - IUFM). With the establishing of
IUFM such institutions as State Normal School where
primary school teachers could get education (ENI), regional educational centers (CPR), which prepared teachers for secondary schools, normal schools of teachers
professional training (ENNA), centers for training teachers of technical education (CFPT) were eliminated. These
transformations in teachers professional training in
France enabled education of maternal and primary
schools, colleges, secondary schools, technical and vocational schools for teachers in the walls of one institution
of higher education for teaching professions IUFM.
Before 1991-92 preschool teachers training, who
worked in the "mothers schools", was implemented by
individual programs that differed from those of primary
school teachers training. After receiving a high school
diploma, students who were going to get a profession of
preschool teacher, were enrolled in 2-year training courses of general professionally oriented colleges. After successful completion of these colleges graduators were allowed to work only in the area of preschool education.
With the adoption of the new system in the 1991-92 preschool and primary education, vocational preschool and
primary education specialists training has become integrated. The reform of preschool and primary education implied
that training of pre-school and primary school teachers had
to take place primarily at universities within three years of
studding and further professional training for 2 years. At
present no matter where a future teacher is going to get a
job work, at the "mothers schools" or at elementary
schools, professional education totally lasts for 5 years of
pedagogical universities, which is a prerequisite and accepted as a norm in Europe [4., c. 22-24].
Higher teacher education in France comprises two independent, but at the same time interrelated levels of future
teachers training in universities and institutes of university
type. In order to enter these institutions the person must
have a diploma of a three-year university degree (licentiate
degree in the chosen discipline) or equivalent national diploma of other university. Most candidates entering the
IUFM, with a master's degree, which indicates the completion of their second-level higher education (4 years at university). The time for studding at IUFM is 2 years. The first
course is mainly devoted to theoretical and practical training of students to one of six competition for getting one of
the following diplomas: parent and teacher primary school
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(CAPE); high school teacher (CAPES), which makes it

possible to work as a teacher in high school or college, or
teacher documentary centers Information and Documentation school institutions; teacher technological subjects in
high schools or colleges of technology; Head of Academic
Lyceum (CRCPE) [5].
As shown in Table 2 below, staff training and working
conditions vary greatly depending on the type of ECEC.
Characteristics of preschool specialists training and peculiarities of qualification in France, which are presented in
Tab. 2, allows to determine main directions of educational
policy in the field of preschool teachers training. These
include: providing basic education workers in the sector,
especially the public sector; ensuring level education according to the Bologna Convention; provide continuing
professional development experts involved in educational
activities in pre-schools; ensuring the implementation of
common European training concept based on competence
approach.
Table 2. ECEC Professionals: Summary table

Type of personn
Initial training
Instituteurs
Professeurs des coles
Bac + 2 yrs
Licence (3 yr college
degree) + raining at
IUFM
Early childhood
2-6 years
CAP (Curriculum
Alignment Project)
Nurse or midwife + Children at all
1 yr of specialisation ages, especially
those under 3
ATSEM
Puricultrices
Educateurs de jeunes
enfants
27 months post-bac
in a training centre
Auxiliaires
depuriculture
1 year postBEPC
Age group targeted

2-6 yrs
Professional
domain
Ecole maternelle
Ecole maternelle
Employer
State
Communes or
groups of communes
Crches, haltesCollectivits locales
garderies (and PM (communes, dparservices, hospitals) tements)Non-profit
associations
In-service training
Remuneration and
status
Professional development: Cat. B State public
36 weeks over career
employee
Cat. A State public
employee
Cat. C local public
employee
Right to professional
development training;
sometimes management
training to become a director of an ECEC setting
Children under All setting serving Collectivits locales Right to professional
7
children under 6
(communes, dpar- development training;
(crches, haltes,
tements) Non-profit sometimes management
etc)
associations
training to become a director of an ECEC setting
Children of all
Collectivits locales
ages, especially
(communes, dparthose under 3
tements) Associations
Catgorie B local
public employees
(soon Cat. A)
Catgorie B local
public employees
Catgorie C local
public employees
Assistantes maternelles
Source: French Background Report, 2003
There are several factors influencing education policy

professional training of pre-school education in France,
among them being:
trends in the content transformation into new European
conception of teacher education and related reforms in
1989;
integration into the European educational space, cooperation with European organizations and joining in education programs of west European countries;
one of the defining peculiarities of modern preschool
teachers training in France is realization of generally
accepted European concept of "lifelong learning",
which affects the following for the first two lines of educational policy. Implementing the concept will ensure
competitiveness, flexibility and mobility of teachers of
various parts [6].
Despite the coordinated system of training, presence in
it of the flexible mechanisms of professional training of
preschool education, preschool education experts and
researchers have expressed concern that the preschools
prepare teachers to work with children of preschool age

on the model of the school system.
The next problem of professional training of teachers of
preschool establishments in France is non-compliance and
the gap between the teaching profession preschool and
other specialists who work in the service of pre-school
sector, especially those working with children from birth
to 3 years (e.g. care-workers, nursery (crche). Typically,
preschool teachers receive a 2-on academic university
education; nursery staff gets a year of free training in
childcare and are certified by the Ministry of Health. These differences in training as educational and hygienic orientation, duration of study in different groups of services
concern the experts, sets new requirements for training
specialists of preschool education to align educational and
other services in pre-school sector.
As noted in our earlier analysis, the training of staff in
early care settings would benefit from more emphasis on
early childhood development and pedagogy to balance the
health orientation of the current preparation programmes.
In addition, the lack of pre-service training and limited
professional development opportunities for both assistantes maternelles and those engaged in garde domicile need to be addressed urgently.
There is the necessity to encourage public authorities (national, departmental, local) to provide incentives for individual providers to join family day care networks (RAM),
a crche familiale, or establish forms of linkages with
other centre-based settings (crches, multi-accueil, haltegarderie), in order to reduce the isolation of providers and
children and improve the quality of this form of provision
in France.
The policy suggestions in the area of further improvement of preschool teachers of coles maternelle professional training are as follows:
increase the emphasis on early childhood in pre-service
and in-service training; training for inspectors assigned
to primary schools should be enhanced with an early
childhood module;
focus professional development on meeting gaps in initial trainingin particular, a focus on the two-yearolds, children with special educational needs and disabilities, outreach to families, and intercultural issues;
to examine the possible mismatch between the numbers
of students allowed to enter training programmes and
the staffing needs of the field;
in order for ECEC to be attractive to potential candidates, it must be viewed as a viable profession, with
opportunities for salary and career advancement.
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Conclusions. The investigation of preschool teachers

professional training in France showed out peculiarities of
preschool specialists professional education: active integration and transformation into new European conception
of teacher education and related reforms in 1989; integration into the European educational space; trends to the
realization of generally accepted European concept of
"lifelong learning".
Main historical events in preschool teachers professional training in France are connected with the Law "On
Education" dated by the 10-th of July 1989, under which
only one educational institution of higher education was
established Institute of University teachers training
(IUFM).
Positions of further improvement of preschool teachers professional training in France and which can be used
as positive aspects for adaptation into Ukrainian system of
preschool teachers education are concerned to: increase
the emphasis on early childhood in pre-service and inservice training; professional development; ECEC to be
attractive to potential candidates (carrier building).
The analysis does not provide a holistic view of the peculiarities of preschool teachers education in France. The
problem of educational services provision in the field of
pre-school education and higher education institutions,
where future employees of these institutions train, are to
be on a discuss and analysis. These aspect demands separate investigation and is the perceptivity of our further
scientific interest in this direction.
REFERENCES
1. Les mtiers de l'ducation nationale. Septembre, 2014 / URL: 4. OECD Country Note: ECEC Policy in France. Directorate for
http://www.education.gouv.fr/personnel/enseignant/carriere.ht
Education. OECD February, 2004. 60 p., c. 22-24.
m#salaire (08/09/2015 appeal date g.) Title from the screen.
5. Zakyryanova, A. Pedagogical Education in France // Profes2. Repres et rfrences statistiques dition. 2005 / URL: fttp://
sional education. 2006. 6. P. 31.
trf.education.gouv.fr/pub/edutel/dpd/rers2005/rers2005.pdf
6. Stepko, M. Bologna process and lifelong learning / M. Styopka,
(Appeal date 09.09.2015 g.). Title from the screen.
B. Klymenko, L. Tovazhnyansky / URL: http://library.zntu.
3. Gluzman, A. Vocational and university students pedagogical
edu.ua/Bolon_process/Book.pdf
training: Theory and Experience study: Monography. K .: Investigative publishind agency, 1998. 252 p.
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The prospects of developing art teaching in higher school

T.V. Panyok*
Kharkiv National Pedagogical University G.S. Skovoroda, Kharkiv, Ukraine
*Corresponding author. E-mail: panyokmi@gmail.com
Abstract. For the period of independence Ukraine has made significant steps in the rebuilding of national higher education including
development of the legislative background, creation of a great number of scientific, methodical and teaching literature, upgrading of
education content and others. However, the problems of the development of higher art teaching education in the majority of normative documents and in the scientific community as well are given insufficient attention. A serious look at the cultural heritage of each
nation and achievements of the world culture in general is staying one of the most important conditions for the progress of arts teaching in higher school. The world culture as a system of spiritual and cultural standards is capable to accumulate, transform and convey
knowledge to the following generations. In many European countries the prospects of cultural development are linked with the artistic education and the art teaching in particular. Today when the global integration of European countries is impetuously going on the
problem of organization and development of higher artistic pedagogic education is becoming particularly important. This education
should not be limited to teaching only the professional skills, it is an important component of the integral spiritual personal development contributing to the general cultural potential of the Ukrainian society.
Keywords: art teaching education, globalization, humanism, modernization
Introduction. To train teachers who could in the modern

reality continue developing Ukrainian art school is one of
the most complicated tasks for the artistic teaching school.
During the years of independence a great number of normative and legislative documents dedicated to the problems
of education development, training arts teachers and protection of national culture were adopted. Some of them on
which basis we will ground our prognostication follow: the
Law About education (Ukraine, XXI century), the Law
of Ukraine About higher education, National doctrine
of the development of education in Ukraine in XXI century (2002), positively assessed by the European Council;
Resolutions of the Cabinet of Ministers of Ukraine, and
namely 65 Regulations about the education and qualification grades dated 20, January 1998; 37 About the
prime measurements for the development of national system of design and ergonomics and implementation of their
achievements in the industrial complex, dwelling, production, socio-cultural spheres and others (dated 20, January
1997); Lisbon Convention about mutual recognition of
qualification.
Many scientists, and namely V. Andrushchenko, S. Vitvitskaya, N. Guzhviy, A. Gurzhiy and others wrote about
the state, tendencies and prospects of higher education
development in Ukraine. In different periods such home
researchers as P. Blonsky, O. Burov, L. Masol, B. Nemensky, G. Padalka, I. Zyazyun, O. Yeremenko and others
were concerned with the questions of arts education methodology and aesthetic upbringing with the artistic means.
However, there was no adequate and sufficient attention in these works given to the development of higher
artistic pedagogical education in Ukraine. The aim of the
present article is to analyze and determine prognostic
tendencies for the further progress of higher artistic pedagogical education in XXI century.
Results of the study. Today when the global integration
of European countries is impetuously going on the problem
of organization and development of higher art teaching is
becoming extremely pressing. Traditional methods of the
art training in higher schools have to function in the modern information medium. They have to be improved and
sometimes determine new tasks, forms and methods of
teaching. A deep insight into the cultural heritage of each
nation and the world culture in general is one of the most
important conditions for the progress of higher artistic
pedagogic education. The artist and the art teacher in particular has to be the most educated and advanced person of
his time. The world culture as a system of cultural wealth is
capable to provide accumulation, transformation and conveying knowledge and traditions to the following generations. It is to some extent a kind of some informational
basis for the society existence. In many European countries
the prospects of cultural growth relate to the arts education
and the art teaching in particular. The image-bearing aspect
of the artistic pedagogic education according to which
teaching fine arts is directed to mastering, preservation and
dissemination of the arts works and willingness to take part
in their creation initiates the necessity of separation of the
national specificity of art teaching that lies in the ideas
expressed in philosophic studies of G. Skovoroda and
P. Yurkevich (kordotzen-trism), existential and anthropological ideology, anteyizm (P. Kulish , V. Suhomlinsky,
G. Skovoroda), freedom of the individual, aspiration for
self-knowledge, the attempts to comprehend the original
sources of the Ukrainian national art, sacral heritage and
traditions of the Ukrainian art schools , the history of national culture and folklore.
In the pedagogic system of arts teaching in the Ukrainian higher school we can find the following leading methodological basics:
formation of the creative personality on the basis of
respectful attitude to the arts phenomena; studying the
examples of national and world's heritage, creative
schools, art styles, methods and systems of the outstanding artists and teachers of the past:
implementation of the national stylistics in the academic
process;
humanitarian direction of studies;
moral and ethical training of the future artists.
Analyzing modern tendencies in the development of
higher arts teaching education we regard it an important
factor in the upbringing a personality and creation of a
sense of national identification and formation of a civic
position.
Appearance of new concepts in teaching at the higher
school sometimes ruins the traditional system of teaching
the image-bearing disciplines and leads to negative results.
Modern schools are expecting for the teacher with a
wide range of knowledge and skills who is master of all
necessary methods of teaching and able to orient his stu-
10
dents toward the active position in targeting their creative
goals, to direct them to the independent choice and
searching for their own creative opportunities. Higher
artistic institutions have to provide secondary schools
with highly educated specialists of such a kind.
That is why we consider that one of the main tasks
among the themes of further researches of the art teaching
in XXI century there is a study of communicative and
integration relations that could help to widen the imagination and display the peculiarities of higher art teaching
education in the other European countries and compare
home achievements with their counterparts from abroad .
For example in most German higher academic institutions
there are two parallel structures of studies: two-grades
system bachelor-master and also traditional academic
programs with receiving the diploma of a specialist or
master (Magister Artium) by the future school teachers.
And this diploma of specialist is traditionally confirmed
with a degree work and the written and oral tests as well.
That is why it is not advisable to get rid of the diploma of
specialist in the modern art teaching institutions of
Ukraine and underestimate the degree work changing it
for the qualification exam. Orientating towards the integration to the European community should not lead to
unjustified destroying artistic and pedagogical traditions
in home academic institutions and abandon fundamental
concepts creating the student's world outlook.
At present a tendency for scientific and artistic educational paradigm and creation of new models of the integral
artistic educational medium is observed (especially after
announcement by the International Association of the Experts and Practical Workers on the Problems of Education
and Art Relations) about the enlargement of researching
and aesthetic role of the artistic education using the conceptual ideas of the world's pedagogics, pedagogics of culture
and polyesthetic upbringing [5, p. 3-4].
Integration of the art teaching education in the international artistic educational medium motivates developing
intercultural art pedagogics as well as optimization of
scientific medium stimulates international educational
researching activity that in its turn results in extending
international relations and enlargement of scientific researches in the sphere of art teaching.
However, the problem of integration towards the European community is impossible without modernization,
standardization , unification and mobile system of the home
higher art teaching education, that is based on the competent approach and improvement of the normative and legislative documents for the higher academic institutions according to the European standards. It is safe to assume that
the future of higher art teaching will depend upon how
these problems are to be decided, and acceleration of implementing the modernization into the system of higher art
teaching education will help it to overcome the critical
situation where it occurred at the present moment.
Ukraine has a high level of development of the higher
arts teaching education. This level is supported by the active collective efforts, constant information exchange,
objective assessment of the students' and teacher's creativity. Integration process gives the Ukrainian students an
opportunity to go far beyond the traditionalism of home
higher schools and enrich their creative experience with
another stage of their professional mastership. Persistent
searching for the opportunities of social partnership be-
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tween the Ukrainian art schools and European community

will positively influence the quality of education. International exchange with the best students and teachers, communication with foreign partners by means of art exhibitions, scientific and practical conferences (as it took place
in 20s, 60s of XX century), Skype-seminars will strengthen
theoretical and methodological positions of the home art
teaching education.
Reconstruction of the past, studying the genesis of the
Ukrainian higher school art teaching leads us to understanding the essential changes in the development of art
teaching thought, gives an opportunity of integral imaging
the exact historical reality within certain space and time
fragments [4, c. 72]. Scientific prognostication of tendencies for further development of the art teaching in higher
school in terms of the European integration should be considered at least in two ways transformation of the art
teaching education in the constituent of the arts education
which appeared on the border of centuries as a new field of
the pedagogics and in connection with integration to the
educational space in the European community [5, p.11].
Detailed study of the history of development and formation of the higher school art teaching during XX century
gives grounds to consider that methodological searches in
the image-bearing teaching make the art teaching education
independent transform in the independent teaching area
with its own structure and content concentrated in the academic programs and curricula, arrangement of the academic process, its flexible creative methods and principles for
training future specialists with a purpose of creating their
image-bearing culture and teaching competence.
Each higher school has its own history and comprehension of artistic and image-bearing process existing in the
modern art. Study and analysis of the historical and teaching process that took place during XX century opens understanding humanitarian direction of the higher school art
teaching as theoretical and methodical experience in connection with a personal educative potential of the imagebearing art. Humanization of higher school art teaching
suggests putting into practice principally new orientation of
the studies directed to free growth of the personality and his
creativity that was multiply mentioned in their researches
Sh. Amonishvili, G. Ball, I. Bekh, N. Guziy, Ye. Bondarevska, I. Zyazyun, G. Padalka, O. Rostovsky, V. Slastyonin, Ye. Shiyanov, V. Shulgina and others.
Realization of such humanitarian approach in the sphere
of education is connected with training the teacherhumanitarian including formation and development of the
students as personalities and specialists involving them in
the cultural values of different nations, elaborating the
ability of self-identification and self-realization [2, p. 64].
Humanitarian direction of of the art teaching education
brings up in future teachers love to people, activates their
spiritual world, attentive attitude to the society problems
that meanwhile enables a personality to implement his civic
duty in his creativity by means of image-bearing laws.
The evolution of the art teaching education on the basis
of humanization gives scientists a possibility to plan approaches to determine the leading guides in the academic
and educational process, those first of all lie in the personality's freedom of choice, his self-identification, spiritual
self-realization, elaborating the ability to mutual interaction, conscious attitude to the national culture and others.
The analysis of scientific and teaching literature in con-
11
nection with our study made it possible to conclude that
when prognosticating the prospects of the art teaching
evolution in higher school it is necessary to foresee a series
of priorities concerning the all-sided analysis of the development state of the field and scientific grounds of its objective regularities. According to the scientists' prognosis
computer and information technologies, systemic programing, etc. will be actively developed in XXI century. That is
why the art teaching education will also be inevitably modernized according to the demands of time. The most popular specializations in the field of art teaching education will
be the professions related to design, computer and information technologies such as, for example, industrial design,
graphic design, computer design, advertisement design,
design of communications, ergodesign, etc.
Comprehension of the art teaching processes and their
bifurcation enables us to prognosticate the tendency of the
modern forms of teaching in future: the image-bearing
sphere and design, the former being actively developed at
the and of XX century.
Integration of Ukraine in the international process of
work distribution significantly changed the ratio between
demand for all the kinds of the design activities and the
opportunities that are given thanks to this. Teaching design in the modern reality is surviving a new stage of
searching universal interpretation paradigms. Such situation demands considerable revision of theoretical tasks for
the art teaching education, especially concerning the development of such specialization like Pedagogics of
design that is almost not developed in Ukraine.
We think that the development of art teaching in higher
school directly depends on the larger introduction of the
discipline Art or such a popular one in our time Design in the school curriculum. This question is very
pressing. Gradual, successive and cyclic development of
the art teaching shows that the future of the art teaching
system lies in the earlier enlarged and intensive training
of a personality.
We believe that the development of the higher artistic
and pedagogical education depends on the wider introduction of the subject Visual Arts or such popular nowadays
Design in the school curriculum. This issue is very important. As progressive, cyclical continuity and development of artistic and pedagogical education shows that the
future system of artistic and pedagogical education is seen
in an earlier broad and intensive training of identity. The
main thing we must teach children during the fine arts, is
thoroughness, accuracy, ability to think inventively and
creatively, and others. The more disclosed, extraordinary is
their thinking during the fine arts classes, the faster all
mentally process will take place, and later the personality
can give good results in any field of science or technology.
Early Learning of Art leads to the formation of individual
aesthetic culture, deepening intellectual, moral components
of identity, shaping human values and priorities through art.
Careful study of the historical development of the higher
artistic and pedagogical education shows that the government support the industry at all levels, art-pedagogical
education will enable the country to make a big leap in
scientific and technical progress, as happened in Europe
and the East, especially in Japan, where art private lesson
begins from 3 years old age. Tendencies and prospects of
higher artistic and pedagogical education should always be
in the zone of certain management decisions.
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In this regard, we note that the development of higher

artistic and pedagogical education is not a spontaneous
process, but specially organized system of policy and
strategy and better decision making in this area. Intercommunication with heredity, perpetuation and synthesis
of the positive sense of the previous stages of Ukrainian
Art and Education, strong academic traditions will help to
make a plunge forward and overcome secondariness of
education in the European market.
The appearance of artistic and pedagogical higher education in the twentieth century in Ukraine helped today to
shape the identity of a teacher with a higher level of general culture, deep art tradition that focused a national
achievements and best educational heritage. Promising
development of artistic and pedagogical education lies not
only in the sense of further modernization, but primarily
in the education of human of culture who is capable of
maximum efficiency for translating the possibility of
individual, intellectual and moral abilities into action and,
the person who has need and a passion for self actualization [3, . 34-35].
In preparation of artists-teachers in universities first attention should be paid to strengthening personal approach
to students, as future teachers, the development of his
responsibilities to transmission and broadcast spiritual
and artistic values, desire to promote the heritage of world
and national fine art of artistic and imaginative vision of
the world. One of the primary tasks of the artist-teacher is
the constant improvement of professional skills, and the
combination of artistic and creative processes of pedagogy and high technology in a market economy is a necessary, logical and adequate. One of the criteria of modern
teacher is the ability to relate acquired knowledge with
professional tasks, to work in situations that sometimes
require innovative thinking. Also present expert should
operate not only fundamental and profound expertise but
also the ability for independent research activities, copyright search, free use of multimedia, the introduction of
the learning process of innovative technologies, thereby
forming creative activity of students.
Definition of prognostic artistic and pedagogical training trends of university students is the focus of the educational process in cognitive, evaluative-interpretative and
creative-productive activity, active formation of motivation to learn and desire to learn the tricks of a trade, optimal use of professional principles and technologies in the
future professional activity, ability to the competitiveness
on the European market by enhancing creativity.
The strategy of any scale and multifaceted activity is a
system of conceptually demonstrative action to address
specific tasks to achieve the desired intermediate and final
results. This general definition applies fully to understand
the essence of the strategy of higher artistic and pedagogical education. Note that at present the strategy of developing the theoretical and methodological foundations of
artistic and professional teacher educational trainings at
the university characterizes consolidated interaction of
visual, pedagogical and practical training areas. We also
do not rule out the scientific research component, but for
areas of art movement the more important mean of visual
skills is putting their idea on paper or canvas as a piece of
work that will be valued at the consumer market.
The fact that the specific artistic and pedagogical education is based more on the creative abilities of the indi-
12
vidual and the educational process of the artist often begins from childhood and is continuous because it is not
associated with a gradual (from fundamental partial) mastery of certain Science and purely sensual, emotional and
intellectual understanding of the fine laws essence, disclosing their mental and physical capabilities, the elaboration of a set of qualities that are necessary for selfrealization in the chosen profession.
For nearly half a century Ukraine evolved its own
unique system of professional training in the arts: art
school - college - university. This system works effectively and consistently and today is one of the leading places
in the world. Such practical training gives the best results
and determines the nature of the future specialists training. The artistic and pedagogical subjects teacher masters
the technique of teaching, adopting it directly from his
teacher, and carefully considering its traditional base,
enriches it using his own experience. The gap in continuous link teacher student teacher in the field of art
education leads to irreparable loss. Hence it follows the
importance of maintaining special pedagogical traditions
of national artistic and pedagogical education.
The main pedagogical principles that were used during
the twentieth century will be relevant now, is above all:
attention to academic traditions, attracting new technologies, the balance between basic and applied knowledge,
consistency, value elements of the creative and reproductive activity, sequence learning, corresponding steady ,
logical order, the movement from simple to complex,
multivariationof repetition learning objectives, individual
approach and personal example of the teacher-artist skills.
Due to these principles, the learning process takes place in
stages: from the knowledge to the skills,from the skills to experience, from free repetition and execution of fine
exercise to the creation of independent artistic work
Analysis of recent research and publications demonstrates the need to address various issues related to the
development of artistic and pedagogical education, especially in the wake of the mental activity search as a form
of creative process. At the time of high technology and
total computerization it is very important to teach students
not to use ready-made templates that a large number of
various programs offer, but learn how to generate ideas
themselves, achieving the highest degree of skill thereby.
Among the basic vectors of this development there
could be mentioned the formation of motivational readiness of students to creation. Today artistic thinking lies in
the plane of multistyle developing and leads to the consolidation of European art style searches. It is therefore extremely important to achieve the students analysis activation processes, expanding their intellectual outlook information space, deepening and updating artistic experiences, so they can easily integrate into artistic space of united
European community.
Another vector of higher artistic and pedagogical education can be called its socialization. Today the social environment of the individual influences its choice of target
very actively, content, process, place of study and even
consumption of the finished work of art. So national universities have an extremely difficult problem of combining
traditional European standards, the established view of the
artistic and pedagogical education, and social demands of
society on new forms and methods of teaching.
Analysis of the current state and prospects of develop-
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ment of artistic and pedagogical education as an integrated system shows how important it is to look at forecasting
functions on interdisciplinary education, such as individual and creative, social-economic and social-cultural. As it
is noted by G. Padalka: The importance is the issue of
social studies framework of art education in connection
with the determination of its methodological foundation,
obtaining knowledge of the basic laws of teaching processes in art, on improving technology content and artistic
training ... In general, improvement of art Education it is
seen not only in the context of partial changes but some
methodological findings and the laws of comparing traditional approaches and innovations with social conditions
for the operation of laws art education as a social and
historical phenomenon. Only on this basis we may identify promising lines and define prognostic trends in art
education [7, p. 5].
Improving of the higher artistic and pedagogical education is only possible on the basis of universal increase the
prestige of education, more active implementation of
creative, searching start at all stages of the learning process; on students individualization and differentiation of
teaching and learning; freedom of choice on the attitudes,
worldview original principles, spiritual formation and
development.
Using effective techniques, methods and technologies
of teaching based on national values in the field of art and
teacher education will help in solving the important issues
patriotic education, which is especially important in the
context of regional relations and the urgent need to preserve the integrity of Ukraine as an independent, unified
national state based on cultural educational space of the
country. To achieve these objectives, it is necessary to
ensure all branches of the education system integrated
development: legal, economic, informational, material
and technical, personnel, scientific and methodological
components. Reforming higher artistic and pedagogical
education will contribute to avoid declarative of many
pedagogical reforms and concepts, to help better use of
domestic and international experience, and to implement
the new educational and pedagogical innovations.
Today's society requires the art specialists in different
areas from universities. However, the designers are leading, actively opening up their specializations both in artistic, educational and technical high schools. Turning to the
forecast in the field of art and teacher education, we
should emphasize the development of promising direction
is design education. This area includes the definition of
artistic and educational, scientific and technical approaches to modern models of teaching and includes components
such as logistics design disciplines, identify and study the
organizational principles of professional training, study
theoretical and practical foundations of artistic activity,
the semantic and structural improvements, systematization and classification of scientific and methodological
achievements of design education, defining the functions
of design in different sectors of society.
Also design education isattractive due to its cultural
and aesthetic fully developmental focus, providing value
aspects of artistic education especially meaningful value.
Development of design direction requires a certain paradigm shift in artistic and pedagogical training and largely
concerns the problem of improving the theory and pedagogical knowledge.
13
Improving the practice of design-teaching it is necessary to
take into account the optimal balance between traditions
and innovations in the system of artistic and pedagogical
education. Some conservatism has always been inherent in
art education, because it is achieved through the preservation and transmission of pictorial tradition. Development of
modernized approaches to system design training is a necessary aspect of research and ensure progressive development of artistic and pedagogical education.
However, we note that the former commandadministrative, bureaucratic style of management education sector has led to tight centralized policy in education,
disparities in all its levels, the economic component of the
job, the formal scientific approach to the educational
process, stagnation and others. Thus, the analysis of historical and pedagogical literature, archival material shows
how artistic and pedagogical higher education has undergone radical changesduring the twentieth century, the
transition from one extreme to another: from compulsory
academic art training - to its actual liquidation and sharp
reduction requirements for basic art training students in
the 20's; focus on ideas Polytechnic education in 30 years
to demean and disregard for contemporary art in the
university; unification of curricula in the 60's and 80's to
actually uncontrollable variability of these documents at
the end of XX XXI century and others.
Anticipating trends in higher artistic and pedagogical
education can not avoid such an important aspect like for
component system: value, system, process, result.
In our point of view, the value of the artistic and pedagogical education in Ukraine lies in its academic orientation, shaping and consolidation of knowledge through
visual complexity problem by means of adaptive expression of classical art samples, the national art preserving
traditions.
Development and maintenance of multi-level education
system provides high quality training students and created
over many years professional art education with through
the curriculum and programs of children's art schools to
colleges, universities and academies provide high quality
of artistic frames on the world market.
The introduction of new educational technologies in
the educational process must be directed closer to European standards, but with preservation of national specificity of teaching. When choosing methods and teaching
methods we should take into account the need to provide
larger freedom of the individual, encouraging independent
activity in the enrichment of knowledge and creativity,
organizational aspect maintaining the functioning of
individual educational and creative workshops. Creation
of artistic and aesthetic, cultural space that covers the
entire educational process in Ukrainian universities of art
should be basic.
The expected impact is the competitiveness on the European labor market. In the twentieth century Ukraine continues to go its own way in the development of artistic and
pedagogical education, while preserving their national
traditions in education, achievement of which is increasingly gaining recognition in the European labor market.
The success of the Ukrainian artistic and pedagogical
education is in saving its values during the whole period of
time. Despite the fact that in different historical periods as
valuable reference as variable structure acquired different
forms, democratic and humanistic pedagogical tradi-
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tionsalways remained relevant and unchanged. The education, creative personality of high moral character, with
developed artistic and imaginative ideas, with established
citizenship, patriotism, ability to be responsible for the fate
of the state and societyhas always beenthe main concern.
In order to maintain the highest artistic and pedagogical education it is necessary to determine the priorities of
the industry, which are:
The social role of the fine arts as a driving factor in the
dynamic development of society;
Understanding the standards of Ukrainian heritage values of Fine Arts and its impact on young people;
Bridging the gap between different social groups and
high culture, initiation to elitism in the arts;
The modern requirements of Ukrainian universities
logistical and human resources base saturation;
Solving these problems depends on:
Formation of state-level relationship to artistic and
pedagogical education as especially significant spheres
of human activity, which are very necessary for the development of modern Ukrainian society;
Strengthening the role of art and design objects profile
at all levels of general education, increase their number
of hours;
Continuous upgrade program and methodological support, content forms and methods of artistic and pedagogical education, taking the best domestic and international teaching experience into account;
Active participation of the media in artistic and educational activities, creating artistic and educational programs;
Development of training and retraining of teaching staff
with regard to real social needs and new trends in the
Ukrainian artistic and educational space;
Strengthening the material-technical base of higher educational institutions, developing measures and material
incentives for teachers decent wages of artistic and pedagogical profile disciplines, providing social guarantees.
The positive performance of these objectives depends on
the legislative framework of Ukraine in the field of high
artistic and educational activities. The development of
higher artistic and pedagogical education depends on how
the future will be spelled out in the law on higher education
legislative provision on the status of higher educational
institution of art. As the V. Orlov European traditions of
university education have created a system in which the
classic university model that emerged in Europe, synthesized a defining values of European culture, science and
scientific knowledge, namely the right of free investigation
of truth. The national university immediately after creation
was regarded not as academic community, but as an
academic institution, accountable to the government. The
gap between university education and artistic and aesthetic,
creative teaching, research in this area essentially takes
place in the present legislation. The law On education
does not have a legal requirement and assigned responsibility for artistic and scientific creativity and remuneration to
educational institutions employee. However, there is provision for which higher education institutions are engaged in
research activities. This gap has led to uncompetitiveness
of artistic disciplines teachers on world markets of skilled
labor, and domestic art-education teaching personnel mechanism loses its foundation renovation ... [6, pp. 13-14].
We believe that the creation of conditions for state ar-
14
tistic and pedagogical education development will help to
form a new social consciousness. By definition of V. Andrushchenko: We are all equally responsible for the
losses the future ... education will be re future; improve
it hence form the intelligence of the nation, able and
capable of progressive social changes [1, p. 12].
In summary, we note that the driving aspect of higher
artistic and pedagogical education has a huge role in education of harmonious personality, it stimulates emotional
and intellectual development, contributes to its spiritual
enrichment, helps to have an easy socialization, enriches
communicative potential, adds to general human experience. The spiritual value of art and teacher education is
realized when it is organically included in the life of society, helps better understanding of artistic and imaginative
knowledge of reality in the artistic education due to its
achievements. Therefore, the government should understand and support the artistic and pedagogical progress in
Ukrainian education.
Integration into the European educational space requires
some changes from the national system of higher artistic
pedagogical education in the organization, standardization,
implementing of some technologiesin educational process,
creating the proper conditions for teachers of artistic and
pedagogical subjects. However, these processes should not
violate the established cultural traditions of Ukrainian people, but enrich European educational experience.
New pedagogical technologies that are now being introduced in the system of higher artistic and pedagogical education should be considered only in terms of their humanization, patriotism, providing intellectual, artistic, spiritual
and personal and professional development of students.
We believe that higher artistic and pedagogical education can not be considered only to specific functions vocational training, it is also an important component of a holistic spiritual development, which increases the general cultural potential of Ukrainian society. The fundamental prop-
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erties of higher artistic and pedagogical education bring it

to polyphonic structure, which absorbed the best achievements of the prior art, aesthetic and educational belief.
Conclusions: Systematic and comprehensive analysis of
the literature and regulatory sources in the context of our
study led to the conclusion that when predictingthe developing of the higher artistic and pedagogical education
course it is necessary to foresee a number of priority
measures such as modernization, standardization, universality, portability and socialization of national system of
higher artistic teacher education. Ukraine has a high level
of artistic and Higher education, which is supported by the
activity of collective action, a constant exchange of information, objective assessment of creativity of students and
teachers.
Based on the particular historical social, economic and
educational situation, present factors set the global integration to European countries and raise new challenges for
high artistic and pedagogical education in line with the
renewed organization of educational process. Currently we
have tendency to create a new model of integrated multinational artistic and educational space, which contributes to
optimizing international educational and research activities,
increasing international relations, deepening and expansioning of research in the field of art and teacher education.
Summary results of the study allowed to see much
higher theoretical principles of art and teacher education,
especially in the area of specialization such as Pedagogy
of design. In this regard, we note that the development of
higher artistic and pedagogical education is not a spontaneous process, but a specially organized system of policy
and strategy in this field and better decision making in
this area. Internal communication with heredity, storage
and synthesis of the positive content of the Ukrainian Art
and Education previous stages, strong academic traditions
would help to make driving step forward and overcome
the secondariness of education on the European market.
REFERENCES
1. Andrushchenko, V. Major trends in higher education in Ukraine 5. Nikolayi, H.Yu. Methodological research in the field of art
at the turn of the century (Trying to predictive analysis) /
education / Halyna Nikolayi // Current issues of art education
V.P. Andrushchenko // Higher education in Ukraine. 2001.
and training, scientific research journal Issue: Is. 1 (1) / ed.
1. P. 11-17.
Nikolayi H.Yu. Sumy : SumDPU n.a. A.S. Makarenko, 2013.
2. Huziy, N.V. Teaching Professionalism: historical, methodology P. 3-17.
cal and theoretical aspects: [monohraph] / N.V. Huziy. K. : 6. Orlov, V. Bologna process and prospects of the artistic and pedaEducation of Ukraine 2008. 274 p.
gogical education Ukraine / V. Orlov // Important aspects of mo3. Zyazyun, I.A. The aesthetic principles of personal / I.A. Zyazyun
dernization artistic and teacher training: materials of international
// Art in personal development : monohraph / ed. and preface
scientific-practic. conf.. Poltava : PSPU, 2007. P. 1016.
N.H. Nychkalo. Chernivtsi : Zelena Bukovyna, 2006. 224 p.
7. Padalka, H.M. Art Education: Contemporary Problems of Deve4. Lutay, V. The philosophy of modern education: Teach. manual /
lopment / H.M. Padalka // Scientific magazine. K., 2009. Is. 7
V. Lutay. K. : Mahistr, 1999. 252 p.
(12). P. 39.
15
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The use of the case-technologies in teaching Maritime English

in a competency-based approach
V. Smelikova*
Maritime English Department for Deck Officers, Kherson State Maritime Academy, Kherson, Ukraine
*Corresponding author. E-mail: vkostuk@yandex.ru
Abstract. In this article the author describes the technique of teaching Maritime English communication based on case-technologies,
as its implementation will provide a high proficiency level of the future deck officers, and characterizes the features of its implementation in maritime education. The use of this technology facilitates professional development, provides an opportunity to solve the
problem by analyzing its components, involves cadets in solving collective professional issues; allows to activate their knowledge of
professional disciplines; transform theoretical knowledge into practice.
Keywords: Maritime English, communication, case-technologies, teaching methods, educational form, deck officer, competencybased approach
Introduction. In the competency-based approach, learners study English within situations and contexts that are
varied and relevant. In other words, the language is introduced and practiced in different cases that are similar to
situations that could occur in real-life. The competencybased approach involves clearly described learner competencies which can be considered as the ability to act in
English using a range of skills and knowledge and the
ability to use English in various situations in which the
skills and knowledge were learned.
The challenge lies in selecting such materials which
will: correspond with the topic of the lesson and cadets
language proficiency level; have a potential of provoking
discussion, argument, drawing conclusions, etc.; arouse
interest and emotional feedback; contain relevant grammar or vocabulary. Another challenge is called forth by
the need to incorporate authentic cases into the lesson
while complying with the requirements of communicative
approach to foreign language teaching and meeting the
demands of competency-based learning.
So the purpose of the article is to encourage the use
of well proven case-technologies in teaching Maritime
English in a competency-based approach. This hopefully
will give cadets the chance to develop and form not only
communicative skills in listening, speaking, reading and
writing in professional sphere but also will facilitate the
formation of important professional skills by means of
English language.
Materials and Methods. Analysis of theoretical
sources on competency-based learning [2; 3; 4] gives a
possibility to consider it as a process of learning, developing and forming of concrete skills unlike to abstract learning, its necessary to underline its extremely fine grained
nature. It means learners move gradually from one mastered competence to the next in order to gain a larger
learning goal. In case of reasonable teaching management
each competence corresponds to a certain necessary set of
individual skills, which together constitute a common
learning outcome.
After completion of the program the cadets shall be
able to: conduct teamwork and cooperate in groups of
different backgrounds, with focus on maritime safety;
demonstrate an ability to both nationally and internationally, orally and in writing explain and discuss information, problems and solutions in dialogue with different
groups and contextually completed by prompts referring
to technical understanding, skills and abilities, to put Maritime English competency into perspective.
The problem of using case-technologies has been examined by many scientists: Louis Barnes, John Boehrer,
David Dunne, Lynn Laurence, David Schodt, Ann Velenchik, and others. Notwithstanding the contribution
made by native and foreign scientists in the solution of the
issues related to the use of the case-technologies, there are
still some contradictions in the use of case-technologies in
teaching future deck officers to communicate in English.
We propose to teach English through a comprehensive
use of knowledge for the profession and improving the
speaking skills in terms of professional communication. Case-technologies contribute to solving this problem. They are aimed at organizing interactive foreign language communication during solving professional problems. The main goal of these technologies is the actualization of communication on a professional level by involving cadets in activities that reflect the content and situations of the future specialty. Short maritime cases are
sometimes used in lessons at the practice stage to drill
active grammar or vocabulary subskills on a particular
topic in discussing a real life situation, drawing conclusions, making assumptions, revealing misdoings and sequences of faulty actions, developing alternative scenarios
or giving pieces of advice for avoiding similar accidents.
Methodology. If we use traditional learning with just
thoughtless plain reading of professionally oriented texts
and doing homogeneous exercises for linguistic competence formation, this method activates mostly the left half
of learners brain, which is logical, verbal, linear, vertically
analyzing, non-emotional and is occupied with details, and
is responsible for knowledge deepening, without putting
these details into order. But if we use case-technologies
with its motley interactive teaching techniques, the right
side of the learners brain considerably activates during
horizontal processing of information and putting all accumulated details in emotionally-spatial order with further
synthesizing them in one big picture. Using interaction as
the means and the goal of study, this method is focused on
communicative competence with learning outcome in form
of individual communicative skills.
Thus we see that case-technologies are greatly contributing to maintain self-extending system of Maritime English learners linguistic and professional knowledge, and
its integration with competency-based approach puts the
16
most number of learning information details into spatial
order, facilitates development of communicative skills of
learners and graduated formation of maritime navigational professional competences.
So we understand case as a narrative, situation, select
data sampling, or statement that present unresolved and
provocative issues, situations, or questions. Presented in a
narrative form to encourage cadet involvement, a case provides data essential to an analysis of a specific situation, for
the framing of alternative action programmes and for their
implementation, recognizing the complexity and the ambiguity of the practical world. The important case elements
are description of reality, true life and photo of reality.
The case-technologies have their distinctive components, such as cognitive, conceptual, didactic, social, heuristic, analytical, motivational and solving. The borders
between these components are not clear and definite, on
the contrary, these structures penetrate each other. The
cognitive component of a case is represented by tactual
elements that expand cadet's knowledge with specific
examples taken from navigation. The conceptual component is connected with it a case makes cadets use accurate professional language, in which usage of terms and
concepts is specific and clear for the cadet and his partners who take part in presenting decisions relating to the
situation being analyzed. The didactic component is mainly defined by the characteristics of case analysis. The social component of a case represents the possibility to exchange ideas in a group and to compare different view
points, which is done in the form of a group discussion.
The analytical aspect of a case requires a deep analysis,
splitting of a complex situation into initial elements (simple situations) which are easier to evaluate. This allows to
identify the alternatives of possible solutions and to
choose one of them, which seems to be the best from
some point of view (heuristic component). On the other
hand, the motivational component of case structure is
connected with creating an interesting didactic situation
which encourages cadets to search the ways of solving the
case problem. The interconnection of these components
provides better results in forming knowledge than traditional, passive methods of education.
As a result of the analysis of psychological and educational literature we infer that the effectiveness of casetechnologies in teaching Maritime English is provided by a
set of procedural educational conditions: motivation of
cadets to study a foreign language; organic combination of
case-technologies with other methods used in teaching a
foreign language; development of instructional aids for
discipline and selected topics of the discipline in which the
case-technologies are used; the changing in nature of the
"teacher-cadet" relationships; organization of dialogic interaction. We also distinguish the group of content (instructive) educational conditions: the selection of the course
content based on the cadets professional motives, interests,
needs and objectives; structuring the content of educational
material; development and implementation of practically
oriented content in a foreign language training by using
case-technologies combined with traditional teaching
methods; engaging cadets in the vocational training operations that simulate various aspects of their future profession; monitoring the progress of the stages in the cases discussion, evaluation of cadets professional development.
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J. Boehrer states that among the purposes of casetechnologies are to:
foster critical thinking,
encourage student responsibility for learning,
transfer information, concept, and technique,
develop command of a body of material,
blend affective and cognitive learning,
enliven the classroom dynamic,
develop collaboration skills,
teach questioning and self-directed learning [1].

The task of the case-technologies is not just to convey
the knowledge, but to train the ability to cope with unique
and unconventional situations, which, as a rule we actually have to deal with in real life. The focus is shifted from
the process of conveying concepts and knowledge to the
development of analysis skills and decision making skills.
The cadets engage in the intellectual, and emotional,
exercise of facing complex problems and making critical
decisions within the constraints imposed by reality, e.g.
limited time and information, and pervasive uncertainty.
Considering them from the protagonist's perspective,
which calls on analysis to inform action, the cadets strive
to resolve questions that have no single right answer.
Their differing views and approaches produce a creative
tension that fuels the enterprise and a synergistic outcome
that both recognizes and exceeds their individual contributions. In their effort to find solutions and reach decisions through discussion, they sort out factual data, apply
analytical tools, articulate issues, reflect on their relevant
experience, and draw conclusions they can carry forward
to new situations. In the process, they acquire substantive
knowledge, develop analytic and collaborative skills, and
gain in self-confidence and attention to detail.
Cases can be more or less directed by the kinds of
questions asked these kinds of questions can be appended to any case, or could be a handout for participants unfamiliar with case-technologies on how to approach one.
To work with cases the following analysis techniques
are used:
answering case study questions,
completing a table with case data,
multiple choice tasks,
brainstorming students' ideas,
case discussion,
demonstration,
conference,
role play,
jigsaw,
completing an evaluation form.

Case Discussion. Discussion is the main technique
used in case-technologies. It enables cadets to analyse the
case data, to interact and to exchange information, expressing their opinions and responding to other participants ideas and opinions. For case discussion to be useful
it must be throughly prepared, structured, regulated in
time and controlled.
The instructor should provide a series of written questions to guide the discussion. Pay careful attention to the
sequencing of the questions. Early questions might ask
participants to make observations about the facts of the
case. Later questions could ask for comparisons, contrasts, and analyses of competing observations or hypoth-
17
eses. Final questions might ask cadets to take a position
on the matter. The purpose of these questions is to stimulate, guide or prod (but not dictate) participants' observations and analyses. The questions should be impossible to
answer with a simple yes or no.
Most important, the instructor needs to make sure that
the discussion of the case meets his pedagogical goals.
This is a process of questioning, listening, and questioning again. Note that the instructor role shifts dramatically,
What happened?
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and perhaps uncomfortably, from content provider to process facilitator.

Completing a table with case data. If the answers to
case questions can be organized or grouped in some way
or another, it is better to use the technique of completing a
table with the answers. It helps to structure the material
and thus, enhances knowledge acquiring. Cadets can also
get a better opportunity to compare the existing alternatives. Here are two sample tables.
Table 1. Gaining familiarity. Complete the chart below with the information from the case
When did it happen? Where did it happen?
What vessel suffered?
How did the accident happen?
Table 2. Look at the layout of the case and name the facts which formed the chain of misdoings
16:00
18:45
20:00
20:35-20:40
20:42
21:45
Multiple Choice Tasks. A teacher can give cadets a

choice of possible answers to choose from. As case study
admits more than one correct answer, cadets can choose
different items and a discussion can be organized around
them as a follow-up task.
Sample task: Tick the problems the bridge team members had during the voyage:
Boredom inattention
Edge of routine
Fatigue
Lack of knowledge
Lack of training.
Brainstorming cadets' ideas. Cadets generate maximum ideas, all of which, even the weirdest, are taken into
consideration and fixed, after which all the ideas are analysed with the view of finding a solution to the problem.
In case-technologies brainstorming is used when cadets
have difficulties comprehending or interpreting the situation. Brainstorming can be used both as a warm-up, encouraging cadets' learning activity, and as an instrument
of searching new solutions.
Demonstration. Demonstration is a masterly public
performance of a task or technique with a view to show
how a certain task or technique must be performed. The
instructor or one of the participants shows the others the
proper way of performing tasks, demonstrating it in practice, describing every step and explaining the reasons of
performing it in this or another way.
Conference. A group of experts who have different
opinions or positions exchange ideas with each other and
with the audience. Conference can be organized in this
way: 3-5 experts (or participants who play the role of experts) read theses prepared in advance, discuss them with
each other and respond to the remarks and questions of
the audience.
Role play. Role plays are used to get cadets to put
themselves in the shoes of actors in the case. These roles
can be assigned in advance (a good practice to use with
reluctant speakers) or taken up on the fly. Small groups
are especially well suited to role playing.
Jigsaw. This technic can be used on the stage of gaining familiarity as a traditional jigsaw reading technique.
Cadets are divided into small groups, each group getting

only a part of the case text. Cadets read their parts of the
text and do some post-reading task (i.e. complete a table),
after which they are redivided into groups with different
text parts and exchange the information.
Jigsaw can also be used on later stages of case analysis.
For instance, role play can be a part of a jigsaw technique,
in which cadets are assigned roles, each role discusses
their strategy, and then cadets are redivided into groups of
different roles to solve the problem.
Completing an evaluation form. The end of the discussion is also a good time for the instructor to get a sense of
what cadets are taking away from the discussion. Cadets
can be asked to do a form of one minute paper in which
they are asked to write down their answers to a few questions, including "What was the main point of the case?
What did you learn from the discussion? How well do you
think you performed? What do you like or dislike about
the discussion? "
The main forms of work with cases are: individual
work, pair work, group work, mingle activity.
The secret to successful teaching is instructor preparation, which is why introducing the method can be so timeconsuming. Here are some guidelines about what to do
before, during, and after leading your cadets in discussion, which are based on the material developed by
A. Velenchik [5].
Before:
Master the case. Read the case several times, following
the instructions you gave cadets. Take notes and mark
important places in the text for easy reference. Do all of
the analytical steps you would ask your cadets to do.
Plan your approach. Start with your pedagogical goal,
and be sure that your goal drives what you do in the
classroom. Working backward from that goal, think
about the problem solving steps you would have your
cadets go through. Design questions to get them
through those steps.
During:
Arrange preliminary voting.
Seat cadets according to the solution alternatives they
suggested.
18
Set a time limit for discussing every solution alternative.
Foster debate.
Push cadets to support their claims and defend their
points of view.
Be a facilitator. During the discussion, the instructor
acts as a conductor, steering cadet participation to meet
pedagogical goals and keeping the discussion moving.
Ask the question, listen to the answer, ask a follow-up
question or draw in another cadet.
Rephrase your question to get more and better responses.
Ask cadets to tell you how they know what they know
and root their answers in the case.
Be Patient wait a while after questioning to give cadets time to think of an answer.
Get out of the way and resist the urge to respond to each
cadet intervention.
Ask cadets to respond directly to each other.
Incorporate other techniques.
Be prepared for the unexpected. Your cadets may veer
down a different path. How will you handle it?
Finally, expect your cadets to fail at times. Failure is the
flip side of solving problems. Be prepared to redirect
your discussion to address failures. Explain the problem
and the expected answer, and ask your cadets to brainstorm to figure out why they didn't find that answer.
After:
Debrief the discussion to compare group responses.
Help the whole class to interpret and understand the
implications of their solutions.
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Summarize the discussion, highlight the key analytical

and conceptual points. Most cadets don't take notes during the case discussion and some final summarizing
remarks from the instructor can give them some record
of the discussion to use for future reference.
Never:
Behave like a patriarch who knows the only correct
answer.
Impose your answers on cadets.
Be afraid of too much silence. What seems like an eternity to the instructor is actually very little time. Be sure to
give cadets plenty of time to process your question and
formulate an answer before repeating or rephrasing it.
Answer the questions yourself. Silence will not ruin a
case discussion, but a professor who answers all her
own questions will.
Conclusion. Successful use of case-technologies
throughout the whole lesson increases motivation for
learning and communication in the classroom and facilitates the acquisition of new knowledge, practical skills
and speaking competency that will promote students
communicative competence.
The case-technologies make cadets more active in the
learning process and at the same time make their learning
more meaningful for them.
In the nearest future it is planned to continue investigation, developing and mastering of the case-technologies
which will help to implement the competence-based approach.
REFERENCES
1. Boehrer, J. and M. Linsky. Teaching with Cases: Learning to 4. Hoogveld, A, Pass, F, Jochems, W. 2005. Training higher eduQuestion. New Directions for Teaching and Learning, no. 42.
cation teachers for instructional design of competency based
San Francisco: Jossey-Bass, 1990. P.41-57.
education: product oriented vs. process oriented worked ex2. Bowden, JA. Competency-based education: Neither a panacea
amples. Teaching and Teacher Education. 2005; 21(pt 3):
nor a pariah.1995.Available at: http://crm.hct.ac.ae/events/ arP. 287-297.
chive/tend/018bowden.html. Accessed January 3, 20.
5. Velenchik, A. Teaching with the Case Method. Available at:
3. Calhoun, J, Rowney, R, Eng, E, Hoffman, Y. Competency
http://serc.carleton.edu/econ/cases/index.html.
mapping and analysis for public health preparedness training
initiatives. Public Health Reports. 2005; 120(suppl): 91-99.
19
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Cross-Cultural Communicative Competence

in the Language Teaching of Future Translators
M. Vozna*
Taras Shevchenko National University of Kyiv, Ukraine
*Corresponding author. E-mail: haponievalex@gmail.com
Abstract: This article considers certain aspects of achieving cross-cultural communicative competence by university students
through culture-oriented studies of English. It describes the principles of cross-cultural tuition and their implementation in the development of teaching materials using the example of a series of practical English textbooks for future translators developed at Taras
Shevchenko National University of Kyiv.
Keywords: cross-cultural communicative competence, culture-focused teaching, communicative strategy, teaching principles,
teaching resources, background knowledge, linguo-cultural and sociocultural knowledge
Introduction. The trend towards the use of English as an

international language has increased pace since the Second World War and in the 21st century, perhaps driven
by the internet, many sectors use English predominantly
and whatever a persons political or national leanings may
be, this fact is inescapable.
The consequent societal demand for teaching foreign
languages, focused on English as a means of international
communication, has brought to life the necessity of both
theoretical understanding of the approach to teaching foreign languages and its practical implementation in secondary and higher educational establishments. In particular, we must focus on the necessity of producing teaching
resources for foreign language tuition centred on culture
and country-studies. This is evidenced by actual Ukrainian legislation requiring the teaching of English from the
first grade at primary school and a second foreign language from the fifth grade [1].
Short review of publications. There is a crucial duty of
all teachers of English in Ukraine to ensure that our pupils
and students are able to communicate freely and accurately
in English without interruption by factors that needlessly
block the processes of understanding. This area is studied
extensively by many schools of linguistics, including that
of the perhaps predominant principle of linguistic relativity
which proposes that the cognitive perception of a language
affects the ways in which its respective speakers conceptualize their world in their world view, which in turn shapes
their cognitive processes. The SapirWhorf hypothesis has
two key aspects: that language determines thought, and that
linguistic categories limit and determine cognitive categories, while an alternative view states that linguistic categories and usage influence thought and certain kinds of nonlinguistic behaviour [2, p.84].
This process underlying teaching linguistics in general
and translation in particular is underpinned in Ukraine by
the dominant approach to translation as a science and machine/computer translation as applied science or applied linguistics, disciplines which can be found in each
Ukrainian university syllabus of linguistics. Hayek, Nobel
Laureate, succinctly described this tendency:
The persistent effort of modern Science has been to get
down to "objective facts," to cease studying what men
thought about nature or regarding the given concepts as
true images of the real world, and, above all, to discard all
theories which pretended to explain phenomena by imputing to them a directing mind like our own. Instead, its main
task became to revise and reconstruct the concepts formed
from ordinary experience on the basis of a systematic testing of the phenomena, so as to be better able to recognize
the particular as an instance of a general rule. [3, p.143]
This is scientism [4,5,6] and it has influenced the teaching

of translation significantly, whereas many linguists, including the author of this article, believe that translation is not
so much a science as an art. This article goes no further in
any such analysis but focuses on the cross-cultural aspects
of teaching translation as an art, cross-cultural competence
being an inseparable and, in fact, the principle component
in teaching translation in higher education and, in particular, to future professional translators.
The problem of making textbooks better and more effective goes much deeper than avoiding obsolete slang,
archaic language and seriously out-dated grammar and
sentence construction. The very way that people learn
English is greatly dependent on the sociocultural factors
that influence their perception of language and communication and consequently their ability to learn accurately.
Nations and regions of our planet still have fundamentally different approaches to the sociocultural interpretation
and use of the stimuli that bombard us. The largest group is
of course the Chinese bloc which has a population of over
one and a half billion, some 20% of the planet. The languages used by that bloc comprise a Sino-Tibetan macrolanguage with 13 main sublanguages. But they generally
have common sociocultural perceptions by their users.
The Indian sub-continent of same 1.5 billion people
has two language groups, Indo-European and Dravidian,
and 1,652 mother tongues. Here, the Indian Constitution
recognizes English as a common language for official use.
But again, common sociocultural factors unite the many
ethnic groups and languages.
The job of comparing and contrasting nations, their
cultures and their sociocultural identities is complex but
important. The issue of learning language and culture
simultaneously has been studied by many Ukrainian and
overseas academics majoring in linguistics and translation
studies, as well as in philosophy. The postulate of the
necessity to translate not only from language to language but also from culture to culture has for a long
time been a cornerstone in theoretical education and practical training of future translators.
Yet the issue of the building of communicative competence by means of culture-oriented teaching at English
language classes for future linguists and translators as a
comprehensive systematic phenomenon has not so far
been studied in detail. This is true of both its theoretical
aspect and its practical aspect of writing textbooks and
course books to teach mandatory subjects at an advanced
level and, in particular, practical courses of English textbooks for Bachelors and Masters students.
The notion of cross-cultural communicative competence as the ability by an individual to achieve effective
20
communication in a cross-cultural environment for future
translators, transforms into a capability through a set of
skills to ensure that such communication is achieved between representatives of different cultures. For such representatives, communication is mediated and the translator becomes the mediator, and in fact is needed as such,
since the participants involved in communication may
lack knowledge of the foreign language and culture, with
which they are dealing.
A cross-cultural approach in teaching a foreign language as a mandatory discipline when educating future
professionals presupposes the acquisition of linguocultural and sociocultural knowledge and the development
of communicative skills by future linguists and translators. Such skills should be based on the rules and the
norms of verbal and non-verbal communication as accepted in the language community of the language being
studied. In this context, culture must be understood as a
broad term: it is not only language and national specifics,
but also includes professional-, age-, gender-, and religion-specific culture.
Students should not only possess appropriate cultural
background knowledge, but also be capable of applying it
to specific communication situations. Communication
should be understood not only as oral communication, but
communication in writing as well. Thus, students must
actively use certain communicative strategies and skills that
must ensure their success as future professional translators.
The purpose in teaching translation, says Natalia
Bashuk, is the acquisition of specific translators competences, by which we understand the knowledge and
skill sets necessary for translation as an activity: these are
first and foremost bilingual, communicative, psychophysical, and technical competences, as well as the personal characteristics of the translator. When translating,
they must be capable to focus, mobilise all their potential
and memory resources, be capable to switch their attention, to switch from one language to another, from one
culture to another[7, p.47].
Thus the build-up of cross-cultural communicative competence by students of Translation Departments must be
understood as conscious and pro-active mastering by such
students of certain communicative strategies and tactics of
verbal behaviour in a foreign language environment.
This purpose may be achieved by many means, including using up-to-date, authentic, high-quality teaching resources of both a verbal and an audio-visual nature in the
process of tuition. Such tuition should again be understood broadly not only as tuition in class, but also as selfsupervised tuition, which recently has been given more
attention in Ukraine. It must be based on the curriculum
and be monitored by the tutor. The selection and composition of such authentic materials to be used in teaching
must be based on certain culture-focused teaching principles which we discuss below.
The results of the research. A number of such principles for teaching a foreign language, with which we completely agree, were described in general terms by such
Ukrainian academics as O. Kasatkina, M. Zubilevich, T.
Lyashko, T. Skubashevska, and V. Byalyk. These principles, as well as some others, were used for the methodological concept and approach when writing a series of
textbooks of practical courses of English under the title
English for Translators and Linguists. The series is
aimed at Bachelors and Masters students at Linguistics
and Translation Departments of universities. It was written by a group of authors at the Department of Theory and
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Practice of Translation from English at the Institute of

Linguistics of Taras Shevchenko National University of
Kyiv. The series was published and has been successfully
used for a number of years in teaching English at that
university and many others.
The unquestionable quality of language material and
background knowledge offered by this textbook was considered by its authors as one the most important principles
of culture-focused teaching. The textbook is aimed at students who have mastered English at least at the upperintermediate level and who have chosen linguistics and
translation as their area of expertise, hence the requirement for high standards of language material as used in
the textbook.
Language resources should be not only authentic: they
must reflect the current state of the English language,
focusing on typical usage and paying certain attention to
the differences between variations of the English language. It was not an easy task to assess the quality of language material, which is always a challenge for a nonnative speaker. The problems involved the appraisal of
the style of texts in terms of grammatical correctness,
modern or obsolete vocabulary, typical or untypical usage, emotional and other colouring, the number and quality of stylistic devices and other criteria.
Such assessment was absolutely necessary as it is unacceptable to introduce words, phrases, idioms and constructions that are of date, infrequently used, their use
limited to a particular area, or simply erroneous. In general terms, these may be summarised as those linguistic
units that are non-typical and uncharacteristic for modern
English usage. An eminent Ukrainian translation theoretician Vyacheslav Karaban says in this respect: Translation is the re-creation of a text that was written according
to usage in the source language into a text that is written
according to the usage of the target language. Hence
teaching usage in both the source and the target languages
becomes an important aspect in training translators, as the
translation process involves both usages. In translators
education, not enough attention is paid to this fact. Students are mostly taught language systems and standards,
whereas the usage in both source and target languages is
taught insufficiently and non-systematically [8, p. 25].
Teaching modern usage can be achieved only when relying on the best examples of modern fiction and journalism.
Thus, the selection of texts from Galsworthy, Dreiser,
Somerset Maugham, London, Jerome, Priestley, Christie,
Montgomery, and Fielding, however good these authors
might be for learning the history of English and American
literature, is not justified for the purposes of teaching modern English usage and contemporary language.
The objective as described above was achieved in this
particular textbook series [9, 10, 11, 12, 13] with the assistance of Alexander Haponiev, a British native speaker,
graduate of Manchester University and others, who
helped to select texts from the whole bulk of modern English and American literature, wrote a whole number of
texts for the purposes of this textbook series and edited
the English part of it.
Excerpts were selected according to the topics of the
teaching programmes from such famous contemporary
authors as Bill Bryson, Minette Walters, Dan Brown,
Scott Adams, Julian Barnes, Terry Pratchett, Ian Rankin,
P.J. ORourke, Jeremy Paxman, John Simpson, John Le
Carre, Michael Crichton and others, as we believe that the
language used by these authors reflects the current state of
the English language and the spirit of our times.
21
The original texts are accompanied by vocabulary and
culture-focused comments which significantly enhance
the linguo-cultural and sociocultural knowledge of students, and in many instances root out the false stereotypes
existing in Ukrainian society about the life and culture in
English-speaking countries. It is important also for students majoring in translation that the textbook series offers translations of lexical lacunas, i.e. national- or culture-specific vocabulary. Such translations may have been
made using either descriptive or analogous methods,
transliteration or transcription, or combined forms of the
above. The use of a huge quantity of language and cultural information undoubtedly adds to the cognitive processes which students undergo. The enhancement of such processes is considered as one of the principles of culturefocused teaching [14, p. 432].
The same principle is also realised through the tasks
where students have to research certain issues in accordance with the curriculum topics using all available sources
of information (such as television and the Internet). The
same purpose may be achieved by using audio- and video-materials directly linked to the textbook telling students about life in English-speaking countries. These may
be carefully selected feature and documentary films, television programmes and others, the viewing of which in
certain amounts must become an inseparable part of the
tuition process, as it is difficult to overestimate the cognitive value of such an approach. We must note in this respect that unfortunately Ukrainian students do not on the
whole have the habit of watching news, films or television
programmes in the source language in the necessary quantities without strong motivation from their lecturers.
Active involvement of students in the tuition process,
when students are encouraged in class to express their
feelings and use their personal experience and background knowledge, constitutes another important principle of culture-focused teaching [14, p.432].
The textbook series implements this principle through a
set of tasks to introduce each topic where students are encouraged to speak out about their thoughts and feelings on
certain issues, using language skills already in existence,
background knowledge and personal experience. The tasks
also include exercises to develop productive skills through
the discussion of the topics studied at the end of each section, when students sum up their knowledge and correct
their judgements based on the newly acquired vocabulary
and background knowledge. At the same time, the cyclic
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principle of tuition is effected, which ensures that students

deepen their background knowledge and improve their
language skills in certain topics which focus on country
studies, culture, and politics, as well as various language
aspects at each new stage of learning.
The principle of student involvement in the learning
activities that imitate real communicative situations is
consistently implemented in each section of the textbook
series though role-play tasks, which describe the situation
of communication, specify the roles of the participants
and their objectives. Examples of such role-play include a
court hearing based on audio material taken from a CNN
panel discussion, or political debates on certain specified
topics where roles and other communication parameters
are defined.
The principle of involvement of students in team work
and the development of the sense of responsibility for
their own tuition, the development of skills for selfsupervised work is realised in both group and individual
projects, which are so far a relatively new and sparsely
used kind of learning activity in Ukraine. The respective
tasks may be found in each section of the textbook series
and become of especial importance in the education of
MA students. Examples of such work include preparation
of presentations on specific topics with the use of multimedia and other means, individual and team research on
certain topics related to the teaching programme that widen the linguo-cultural and sociocultural knowledge of
students, and writing an review of a book of fiction. Such
projects may be aimed at the development of a set of
skills for academic work, such as group presentations on
the variations and dialects of the English language, or
writing a review of an academic work. The students then
present the results of their team or individual work either
in writing (a report, an essay, bullet-points) or audiovisually (presentation).
Conclusions. Thus, culture-focused teaching, as we can
see, may be put into practice through different forms and
varied teaching methods. Such teaching uses language and
culture-focused resources of different degrees of complexity depending on the target audience and the objectives it
pursues. The effective use of such teaching means and
methods may result in the achievement of the final goal of
cross-cultural communicative competence of future translators, whose direct professional goal is to mediate in communication between the representatives of different languages and cultures.
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Organizational and pedagogical conditions of implementation of peer mediation at school
N.M. Bilyk
Abstract. The article analyzes the learning experience of mediation, results of a survey of experts psychological center and of pupils of
secondary school in the city of Chernivtsi and region. Was formed by the author the organizational and pedagogical conditions for peer
mediation at school. They are organizational, regulatory, informational and procedural.
Keywords: organizational and pedagogical conditions, mediation, peer mediation programs, conflict, social pedagogue
26
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Active Technologies Implementation in an Integrative Approach to Teaching ESP Writing
O. Gal`chenko
Abstract. The article is devoted to the issue of using active methods in the process of teaching foreign language writing to college students. The approaches to possible ways of using webinars, case-study methods, presentations, games, and language portfolios are discussed. Current state of the issue is analyzed and the focus is made on active technologies for teaching English writing for specific purposes to college students.
Keywords: college, writing for specific purposes, active methods, integrative approach
30
www.seanewdim.com

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Guidelines to enhance the formation of adolescents motive to achieve success in the development of physical qualities
D.L. Nechyporenko, I.O. Dudnik, L.A. Nechyporenko
Abstract. Analyzed psychological and pedagogical literature devoted motive to achieve success. Established that adolescence is characterized by physiological development of physical qualities such as strength, speed and agility. Methodological guidelines for increasing
the level of formation in adolescents motive to achieve success in the development of physical qualities. Formed and tested efficiency of
guidelines enhance formation in adolescents motive to achieve success in the development of physical qualities.
Keywords: motive success, teen, physical quality, guidelines, volitional qualities
34
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2. Kondratenko, N.V. Precedential components of case in the 4. Lukin, V. A. literary text: the basis of linguistic theory and elenames of newspaper text (on the basis of newspaper articles) /
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Dmytro Bury, 2004. Vip. 7. T. IV. Part 1. P. 162-166.
Working with the titles of newspaper text while teaching the Ukrainian language to foreigners
S.V. Lazarenko
Abstract. Methods of implementing the connection of the modern Ukrainian newspaper texts title with the main text are installed, the
most effective way connection of the modern Ukrainian newspaper texts title with the main text is defined, the means to strengthen the
connection of the modern Ukrainian newspaper texts title with the main text are described, methods of work with the titles of newspaper
text in the teaching of the Ukrainian language to foreigners are characterized.
Keywords: title, connectivity, connectivity actualizer, Ukrainian, inofony
38
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26. Boss, J. The effect of community service work on the moral

development of college ethics students [Electronic resource] //
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org.uk/files/Definitions%20of%20volunteering%2009.pdf
Pedagogical conditions for the formation of moral values of future social workers during the process of volunteering
D.V. Say
Abstract. The article defines the role of volunteerism in the process of moral values formation of future social workers, describes understanding of the concept of volunteering by various international organizations and in the context of Ukrainian legislation, summarizes the
achievements of domestic and foreign researchers in this field. Also, the author of the article describes a number of pedagogical conditions necessary for moral education of future social workers during volunteer activities as well as shows their essence. It also describes
the effect of various forms of volunteer work on the groups of moral values.
Keywords: volunteering, moral values, moral values formation, social worker, pedagogical conditions
57
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1. Avanzini, G. The school from yesterday till tomorrow. Toulou- 5. Remond, A. The rule and consent govern a society. Paris:
se: Ers 1991. 56 p.
Fayard, 1979. 292 p.
2. Liard, L. The higher education in France (1789-1889) Paris: 6. Roche, D. The Age of Enlightenment of province. The academies
Armand Collin and Company, 1988. 254 .
and provincial academicians, 1680-1789. Paris: The Hague,
3. Nique, C., Lelivre C. Biographical history of education in
1978. IT P. 125-131.
France. Paris: Retz, 1990. 503 p.
7. Regulations. On the level of training and certification of scientific
4. Prost, A. Education, society and policies. A history of education
and pedagogical staff in the Ministry of Education of Ukraine.
in France from 1945 to the present. Paris: Seuil, 1992. 491 p.
Memorandum and solutions // Education and management.
1997. B.1. 1. P. 173-179.
Scientific discourse into the history of higher education in France (on the basis of the Imperial University)
S. Styskun, O. Plachotnik
Abstract. The article studies the scientific and pedagogical bases of management of modern university education in France. We consider
management system at the Imperial University and its strategy of development of higher education.
Keywords: educational management, Imperial University, higher education, historical and pedagogical analysis
59
www.seanewdim.com

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*Corresponding author. E-mail: mityk_t@mail.ru
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, 2006. 176 .
3. , . . : ,
: . . / . . ; .-.: . , . . . : ..., 2002. 136 .
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1. Sulima, E. Exigent task of the system of higher education on the 4. Method of forming of professional abilities for future doctors by
new stage of Bolonskij' process / E. Sulima // of K.: Higher
facilities of interactive technologies / R. Alekseenko, L. Rischool. 2010. 1. P. 5-13.
sovana // Innovative technologies in the system of professional
2. Use of interactive methods of studies on the department of propepreparation of students in KHNMU : materials of XLVIII of
devtyc of internal medicine 1, bases of bioethics and biosafety
study-methodical conference, Kharkiv, on December, 10, 2014.
/ O.M. Kovaleva, N. Safargalina-Kornilova, N.M. Gerasimchuk,
Kharkiv : KHNMU, 2014. Is. 5. P. 11-13.
O.A. Kochubey // Innovative technologies in the system of pro- 5. Panina, T.S. The modern methods of activation of teaching:
fessional preparation of students in KHNMU : materials of
[studies. Manual for stud. hight. studies. establishments] / T.S.
XLVIII of study-methodical conference, Kharkiv, on December,
Panina, L.N. Vavilova; under red. T.S. Paninoy. M. : Publish10, 2014. Kharkiv : KHNMU, 2014. Is. 5. P. 114-119.
ing center Academy, 2006. 176 p.
3. Pometun, O. I. Interaktivni technologies of studies: Theory,
experience: method. posib. / O. Pometun; : O. Pometun, L. Pirozhenko. K. : A.P.N., 2002. 136p.
Application of various methods of studies at the optional study of surgical disciplines
T.V. Formanchuk
Abstract. The features of preparation of future surgeons on employments of surgery group were noticed in the article. Attention is accented on a necessity combinations of different pedagogical methods, which are needed for preparation of future doctor. Large attention
was spared on the interactive and project methods of studies, which are combined and logically complement each other.
Keywords: interactive methods of studies, evident methods of studies, project methods of studies, employments of surgery group
62
www.seanewdim.com
PSYCHOLOGY
Religion and religiosity in analytical psychology

N.M. Bulatevich
Taras Shevchenko National University of Kyiv, Ukranie
Abstract. The article analyzes the problem of the origin and evolution of religion in terms of analytical psychology. The collective
unconscious is considered as the cause of the origin of primary forms of religious belief, national and world religions. Basic archetypes of the collective unconscious (the Great Mother, the Divine Child, Hero), a sequence of stages is described in the context of the
evolution of religious beliefs, as well as the evolution of human consciousness.
Keywords: psychology of religion, analytical psychology, a collective unconscious, archetypes, religion
Introduction. Along with the emergence of psychology as

an independent science, psychologists were attracted not
only by the analysis of the human soul, but also psychological analysis of spiritual sources of mankind: culture, art,
and religion. This interest is one of the reasons that contributed to the emergence of the psychology of religion in
the late nineteenth century science having as subject
study of psychological aspects and patterns of religious
phenomena. The scientists of that time searched for an explanation of the psychological causes of religion (S. Freud,
W. James, etc.). They tried to understand the psychological
nature of religion and religious experiences (S. Hall,
E. Starbek, J. Pratt, T. Ribo, J. Sharcot, etc.). Religion gets
into focus of scientific interest of C.G. Jung. The point of
view on the features of the structure and functioning of the
human psyche offered by Jung became the foundation for
the application of analytical psychology in different areas
of knowledge, including the religious studies.
The methodological and theoretical basis of the study
were the provisions of analytical psychology about the
nature of the origin of religion and religiosity, developed
by C.G. Jung; the concept of the origin and evolution of
religious beliefs as a reflection of the human consciousness evolution in course of its historical development by
E. Neumann.
The goal of the study is to define the origin and essence of religion and religiosity in analytical psychology.
C.G. Jung insisted that the human soul consists of three
separate substructures, which interact between themselves:
consciousness, personal unconscious and the collective
unconscious. The consciousness is the point of entrance to
the psyche. The center of consciousness is Ego, which includes thoughts, memories, feelings due to which we feel
our integrity. The Ego is the center of decision-making and
free will. Personal unconscious is a collection of complexes charged with energy. The complexes consist of various
elements that stick together due to emotions: associative
images, traumatic memories, family influences, and cultural norms. The complexes in certain circumstances are characterized by the ability to burst into conscious ego suddenly
and spontaneously, and master it. C.G. Jung called this
reaction a constellations complex. The power of the complex is explained not only by its energy charge of traumatic
experience which is placed in personal unconscious. The
complexes are fused with congenital mental structures that
are in the collective unconscious. The collective unconscious, according to C.G. Jung, is an inherited part of the
psyche, the same for all people, and creates a common

foundation for psychic life. Structural elements of the collective unconscious are archetypes. Archetype is the main
source of mental symbols which attract energy (libido),
structure and transform it and eventually lead to the emergence of religion, culture and civilization [2].
The idea of the existence of such congenital structures
and archetypes emerged within search C.G. Jungs for
similarities of psychotic fantasies, dreams, images, products, personal fantasies, as well as images of the mythology. This ancient mental matter, according C. Jung, forms
the basis of our mind, just as the structure of the body follows the general anatomical features of the mammals. [3]
An experienced psychologist can see many analogies between dreams of the modern man and collective beliefs,
images and mythological scenes of the primitive man. Action of archetype is manifested in the formation of beliefs
around this central idea. And these beliefs acquire different
forms in different historical periods, different cultures, and
different people. For example, the idea of Christ the Savior
has a pre-Christian origin and it was formed around the
topic of the hero-savior. Thus, the image of the Hero is the
archetype which is perceived in different ways by every
generation that creates its myth about the hero.
These deep psychological complexes and archetypes,
in analytical psychology are considered as a factor contributing to the emergence of primitive religious beliefs as
a source of symbols, dogmas and myths in the national
and world religions. Religion, according to C.G. Jung,
binds people with the processes taking place in the dark
depths of their soul, in their unconscious. C.G. Jung defined religion in accordance with the first use of the word
religio, as a special notion that monitors the human
mind for some dynamic factors (forces, spirits, demons,
gods), powerful and dangerous, beautiful and majestic
that are able to provide help and need to be considered.
And doctrine represents codified and dogmatized forms of
primary religious experience, ways of use of this experience. For everything that concerns soul, according to
C.G. Jung, there are religious formulas and images. And
everything connected with religion, everything that is told
about the religion is closely related to the human soul [5].
The evolution of religious beliefs, according to
C.G. Jung, is tightly linked to the evolution of human
consciousness in the process of anthropological sociogenesis. And the complexity of the soul of the modern
man resulting from a number of introjection acts grew
63
along with the evolution and loss of spirituality of nature.
This evolution is slow and difficult [3].
Thus, among people of the past whose level of consciousness differed from ours, the soul (psyche) was not
regarded as something integral. Permanent twilight consciousness did not allow the primitive man to consider
clearly whether it was a dream or an actual experience.
Consciousness of the primitive man (C.G. Jung called it
childish, one that emerged in the early waters of the
unconscious) was constantly endangered by all-powerful
unconscious [3, 4].
Fragility of primitive mind has found its expression in
the animistic beliefs when the properties of the soul were
conferred upon everything that surrounded the man. These religious beliefs have become a cementing element that
did not allow the psyche to break down. Thus, the primitive man, in the event of exceptional situations (e.g., when
hearing voices), did not have to question their mental abilities, and have thought about fetishes, spirits or deities.
And worshipping to these primitive gods, the man got
integrated, holistic state, turning back by means of this
generation that they rejected before.
Thus, the life of the prehistoric man was associated
with a number of actions aimed at strengthening awareness and protection of the unconscious. Many rituals taboos and rules of conduct served to this purpose. Subsequently, archetypes in tribal teachings got conscious
forms and meanings in the traditions of education and
training of the tribe members.
Internal forces which grow from the depths of the unconscious were transformed later into the ancient mythology in images of spirits, demons, fata morgana. Myths are
vital phenomena; they represent projection of the deep
essence of the soul. C. Yung called first myths initial
manifestations of the pre-conscious soul. Furthermore,
they do not just reflect mental life of primitive tribes, they
are that life itself. And if the tribe loses its mythological
values, it faces immediate collapse, it ruins as a man who
has lost his soul. Anthropologists have repeatedly described what happens to communities of savages in case
of collision between their spiritual values and influence of
modern civilization. They lost their interest in life, they
are morally omitted. The role of religious symbols is precisely aimed to make human life meaningful. The mythology of the primitive man is a living religion, loss of
which is always and everywhere, even in civilized nations, a moral catastrophe.
Therefore, C.G. Jung did not consider the myth as an
allegory of the physical world; he spoke of the myth as a
symbolic expression of events in the unconscious psyche.
Through a projection to the images of mythology, consciousness can grasp the inner unconscious drama of the
soul. It took several millennia in order to separate somehow the projection from external events. For example, in
astrology psychological characteristics still are not separated from the stars [3].
Global and national religion, as well as the primitive
religious beliefs, expresses the mysteries of the soul
through majestic images. Religious symbols shape the
past and give the sense; they help these unconscious forces to find the way to enter the conscious world of the man
which sometimes is unable to understand what is actually
happening. Herewith, the religious symbol does not dis-
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tort the essence of this experience. Unconscious form of

expression always found reflection in protective and healing religious images [3].
The current level of civilization and culture, according
to C.G. Jung, is not evidence that human consciousness
has reached a level of continuity. It is vulnerable and exposed to fragmentation. Even now a significant part of our
mind is immersed in the darkness of the unconscious and
is influenced by the archetypes of collective intelligence
which break out. The rational and intelligent modern man
has acquired some willpower, learnt to work effectively
without singing and drumming that previously made them
ready to work with hypnosis, man cannot do without daily
prayer for God's help. Modern man can do the planned
things, move without obstacles from words to deeds, in
contrast to primitive man, whose every step was hampered by fears, prejudices, etc.
And it is this excessive rationalism gave modern man
under the power of mental hell by destroying the ability
to perceive symbols and ideas of divinity. The gods and
demons have not disappeared, they have new names:
restlessness, dark foreboding, psychological complications, insatiable attraction to pills, alcohol, tobacco,
food, and, above all, a huge number of neuroses.
Advanced consciousness of modern man has deprived
itself of means of impulses perception coming from unconscious and instinctive. A person needs to have some ideas
that give meaning to life and give possibility to find a place
in the universe. C.G. Jung believed that dogmatic religious
symbols were useful and had a psychotherapeutic effect.
Due to these ideas powerful and dangerous spiritual experiences find their wording. An attack on images and sacred
symbols was launched during the Reformation that led a
man of the West to symbolic misery. Protestantism soon
began to feel devastating effects of individual revelation,
that is why it broke up to more than 400 denominations. On
the other hand, C.G. Jung speaks of Protestantism as a great
risk and great opportunity. Protestant was alone face to
God, he has neither confession, nor absolution. Therefore
the protestants conscience became apprehensive.
Protestants achieved the unique ability to realize their sins.
This is the condition of the own understanding of psychology, the ability to cross the threshold of the unconscious
and get the impersonal forces. [3]
Erich Neumann, the student of C.G. Jung, in his works
continues and develops the ideas of dependence of religious beliefs on collective unconscious. In his work
Origin and Evolution of Consciousness he shows that
the main part of the mythology of a number of archetypes
that is organically linked to each other and their sequence
of stages determines the development of consciousness
and personality. [1]
This means that the stages of development of consciousness and ego of humans, within the phylogeny and ontogenesis, are defined by archetypes. Archetypes of Ouroboros, the Great Mother and the Divine Infant, the Hero find
their expression in the images of ancient myths as well as
in the national mythology and world religion. E. Neumann
interprets these characters as stages of transformation of the
Ego into its relationship with the unconscious as the stage
of development of human consciousness and ego.
The initial stage of formation of consciousness and ego,
Ouroboros, is associated with prehistory of humanity. The
64
story begins with a subject that is able to perceive with the
entity, endowed with the ego and consciousness. In prehistory of humanity the Ouroboros is a period when individual
and group, conscious and unconscious, man and the world,
were inextricably linked, identical, merged. This state
means collective ideas dominance, group and group consciousness dominance. The mechanism of contact and
communication with the world is represented by merging.
The basis of such phenomena is the lack of distinction between ego-consciousness and the unconscious.
On the religious level, the equivalent to such amorphous psyche is uncertain deity, primitive power that only
some time later becomes the substance where gods and
divine appear. The symbol of this stage of human consciousness is Ouroboros, i.e. a snake curled up in the ring
and biting its own tail. This symbol expresses the absolutely undifferentiated character, the origin of everything
from everything, and re-entering into everything, interdependence of everything. It is a symbol of the womb, a
symbol of the unity of opposites of the initial stage of life.
This is the image of the Great and the Good Mother that
generates, protects, feeds.
Symbolic depiction of the initial state of origin and development of human consciousness we find in the mythology of creation of the world. Myths tell about the creation of symbolic unnamed amorphous initial state that
was characteristic of the world in the early days. According to E. Neumann, it is the story of the initial state of the
human psyche. The man is nothing, the world is everything. World covers and feeds them. Person is in the unconscious, all needs are met by major breadwinner (unconscious); this is the early state of paradise. At this stage
there is no suffering suffering come into the world with
the appearance of the ego and feelings.
The desire to plunge into the whole without any responsibility and efforts is fundamental for a person, that is
the start of the life, and myths tell about paradise. In ontogenetic level, everyone passes ouroboros situation of
merger with parents, starting with the prenatal period of
development.
Force that can overcome the powerful call of the unconscious, E. Neumann called central version, i.e. the
desire to become conscious. He notes that the stability of
the ego, i.e. its ability to resist to the disintegrating
tendencies of the unconscious and the world develops
very early, as well as the desire to expand consciousness.
At the next stage of development, the Great Mother
stage, the Ego begins to separate from the being identified
as the Ouroboros (the unconscious), it takes a new position towards the world. This means meeting with the dangers and obstacles of reality, awareness of the existence of
such characteristics as pain and pleasure. The world is
dual, the Ego knows positive and destructive aspects of
the world (Good and Terrible Mother).
Compared to the Great Mother (unconscious), the egoconsciousness and the individual remain small and powerless. Life in the mental space of primitive man of primitive culture is a life full of dangers and uncertainty. And
demonic nature of the world, filled with diseases and
droughts, is strengthened by the influences of inner peace.
The same fear of unnamed mysterious forces is known
even to a child who is not able to orient consciously and
assess what is happening. The child also has primitive
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fear of the outside world that is mysteriously curved with

internal projections. This stage of the psyche development
(both individually and in a historical context) is characterized by the highest dependence of a child on mothernature, of man on mother-nature, the earth.
At this stage the typical image of the mythology is the
image of the Mother-Goddess (unconscious, feminine)
and the Divine Infant (Ego, masculine). This image highlights the essence of the helpless child and the mother's
protective side, the weakness of the born Ego face to the
forces of overwhelming unconscious. In religious myths
of various peoples we find this image: in the image of
mother-goat nurses Cretan boy Zeus and protects him
from absorbing father (Greece), Isis brings back to life the
boy Hor after being bitten by scorpion (Egypt), Mary defends Jesus, fleeing from Herod.
The transition from Ouroboros the stage of the Great
Mother is characterized by the further development of
Ego and consciousness system strengthening, and when
the first gods appear, the most striking example of what
the Olympians gods of ancient Greece can be.
Further development of the human psyche at the stage of
the Great Mother is marked by the emergence of consciousness. This stage of relations between conscious and
unconscious is symbolically expressed in religious mythology relations through the Mother goddess and her sonlover. Young men and young fertility gods appearing in
myths, make the ground fertile, they symbolize the vegetation itself. And as plants that grow and reach maturity, so
the young men have to be killed, chamfered and cleaned as
a crop. Death and dismemberment is the fate of the young
god of fertility such as Tammuz in Sumerian mythology.
Human sacrifices were characteristic of fertility cults
(that accompanied the cult of the Great Mother). They existed all over the world: there was no life without sacrificial
death. Considering them cruel, we misunderstand their
meaning. For early Neolithic cultures sequence of events
(life death rebirth) are obvious. Woman-earth needs
fertilizing family blood. Dull contrast between the orgiastic
mysteries and subsequent fertility ritual murder is an archetypal expression of the dependent ego position and the
dominant influence of the Great Mother (the unconscious).
Overcoming the archetypal state of relations between the
son-lover and the Great Mother occurs at the heroic stage
of consciousness and Ego evolution. From the psychological point of view, the sequence of the Great Mother and her
son-lover and new mythological stage is not accidental
historical, logical and psychological event. The heroic stage
of the Ego is symbolically expressed in the myth of Hero,
which are found in the various religions of the world. Hero
is a masculinized Ego that is free from the power of the
feminine unconscious. The myth about the hero is an integral part of the personal development of the individual. The
Ego (Hero) at this stage fights with the unconscious (Dragon). And the battle with the dragon is a key element of all
mythologies of the world. The Hero overcomes the Dragon
(i.e. unconscious covering the Ego). The Hero is always a
figure that brings light, is a light keeper. The Heros victory
is a new spiritual status, new knowledge and changing consciousness. The Hero is an ego carrier capable to discipline
the will and to shape personality.
The mythological goal of the battle with the Dragon is
almost always a virgin, captive or treasure that is hard to
65
get (live water, magic ring, etc.). These images are symbols of Anima archetype that stands out from the archetype of the Great Mother. This means that the Ego after
the battle with the dragon-unconscious opens the way for
integration with the feminine part of the soul. That is,
giving freedom to the princess and getting treasure, the
one gets the treasure of the soul. And this is a big step
towards the mental integrity. At this point, the central
version of the ego that occurred unconsciously becomes
conscious it is the way of individuation.
In the individual development of personality, these
processes begin to occur in the second half of life. And
C.G. Jung, and after him E. Neumann emphasize that during all life the personality integration is controlled by the
archetype of the Self, but his ego is able to realize it only
in the second half of the individual life. At this time all
the components of personality structure that took shape as
a result of socialization in the first half of the life (Shadow, Person, Anima/Animus) have to be conscious and
integrated. This is the process of transformation of the
Hero: the Ego understands the Self. This is the fourth
stage of consciousness Hero Transformation Stage,
when conscious mind feels the integrity of the psyche.
This is the stage of the assimilation of transpersonal phase
where a person can feel like the Universe, Atman, and
God. Perhaps this explains the Jewish aphorism Man and
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God are twin brothers. That is what the Christian doctrine is about that states that man is a spark of God.
This last phase, according E. Neumann, is not archetypal any more, but individually caused, each with its own
myth on transformation. Both humanity as a whole, and
the individual have the same problem, i.e. to realize themselves as a unity. The structural integrity of mind at this
stage symbolizes the mandala.
There is no coincidence that modern psychology and
mental therapy appear in the twentieth century. Man of the
West needed a method, some means to understand and integrate the unconscious. C.G. Jung considered individual
personal development (individuation) as naturally given,
resulting from archetype process. In this way the consciousness often strays from the archetypal instinctive way,
comes into conflict with its own foundation. Then there is
the need for the synthesis of both. And this synthesis at
different stages of human development helped perform
primitive religious beliefs, national and world religions,
modern psychotherapy. So, in this article the attempt to
make analysis and synthesis of the psychological factors of
religion and religiosity in analytical psychology was made.
The results of the analysis indicate that only a deep understanding of the essence of the structure and functioning of
the human psyche can give us possibility the essence of
spiritual products, one of which is religion
REFERENCES
1. Neumann E. The Origins and History of Consciousness. M.: 4. Yung C.G. The soul and the mipth: six archetypes. K., 1996.
Vakler, 1998. 462p.
384 p.
2. Stein M. Jung's Map of the Soul. An introduction in analytical 5. Yung C.G. Psychology and religion // http://www.psynavigator.
psychology. .: Kohito-center, 2010. 256 .
ru/files/books/ung_psy_religion.pdf
3. Man and his symbols \ C.G.Yung. M., 1997. 368 p.
66
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Compositional method of person research

Yu.I. Madinova
Odessa National Medical University, Odessa, Ukraine
Abstract. In this article we analyze the problem of person research by projection methods (with the help of pictures), which are
based on traditional and compositional (the authors) characteristics of a picture as diagnostic parameters. These instruments are high
informative and fast in diagnostic application which helps to a specialist not only to see and name the particular problem correctly,
but also to reach the maximum available information about general psychological state of the investigated person for short time period, and follow dynamic of persons state changes.
Keywords: person, picture, projection, composition, projective techniques, integrity
Introduction. Psychological and pedagogical practise

have deficiency in diagnostic tools which are capable to
diagnose quickly and effectively a condition of the personality as whole, to estimate possible destructions in his
structure and zones of potential growth. Projective techniques are especially productive diagnostic methods in the
conditions of the higher school.
Researches analysis. Diagnostic feature of many existing projective techniques is strict structure of the task
which limits manifestation of integrity of the personality
investigated, because focuses their attention on a local
perspective. It is a consequence of nomotetich approach
(G. Olport) to research of the personality at which only
separate particles of the personality are empirically studied. So S.D. Maksimenko notes that "integrity, uniqueness, unity of the personality admits his essential (attributive) features practically by all serious researchers. However this representation transforms in the strange way into
private, sketchy techniques of research his separate (thus
artificially isolated) elements, and classical situation
that the sum of separate parts is never equal to integrity,
isn't taken into consideration at all " [1, p. 8]. Therefore
contradictions between theoretical representations and
means of search of the empirical facts makes to find
methods and techniques corresponding to the difficult
complete nature of the personality, as the dynamic system
[1] capable to self-development [2].
One of such methods is composite approach of research of the persons interior world (S.M. Belozerov)
and his personality (I.V. Yershova-Babenko) which allows at a stage of empirical research, at the expense of
insufficiently structured material acting as incentive before completion of missing information (the principles
which structure) from an inner world of the personality
(his own organization) [5], and the relevant organization
of the whole experiment in general to activate processes
of self-design, the imagination, creativity of the investigated. In these processes reveal not only these or those
separate characteristics of the subject [4], but also his
qualitatively other characteristics which allow to analyze
integrity of an inner world of the personality [3]. And
organizational simplicity of research allows understanding change of self- projection composite structure of the
personality investigated in dynamics.
To these practical tasks corresponds the author's projective technique of the prof. Ershova-Babenko I.V.
"1010" [3] which was used in our dissertation research.
This technique is based on the theory of composition of
Babenko V. P. (the Soviet artist, the cameraman of the
highest category, the member of the cameramen union of
the USSR and Ukraine, the winner of the Cannes Film

Festival) and uses as diagnostic tools the principles,
means and laws of geometrical composition of picture [7].
The technique allows to consider characteristics of the
picture at two levels: 1) standard in psychology to analyze color, graphic and subject features of separate figure
2) the author's composite to analyze characteristics
composite the macroorganizations (the macrocomposite
organization) of 10 pictures which allows to define in
general the state and the organization intra personal freedom of the examined person.
The aim. Within a scientific subject of Philosophy Department of Odessa National Medical University dissertation research is organized and conducted by Madinova Y.I.,
one of the purposes was studying features of a macro compositional organization of picture as characteristics of integrity of the personality. With the purpose to solve problems of our research we underlined traditional and compositional parameters for the characteristic of pictures.
I. For analysing of the obtained data we used the
following standard characteristics of picture:
1. Color balance of picture. Color preferences in psychology, starting with Rorshakh, were considered as a
sign of an affective response concerning environment, as
extravert orientation of the personality [9]. We assumed
that matters not only separate color, but also the complete
color balance of composition of picture characterizing a
harmony / disharmony, color dispersion / localization.
This balance allows us to enter the new level of the analysis the macro analysis of composition of 10 pictures.
2. Width of lines. Like interpretation of color, interpretation of width of the lines which are used in pictures is
considered by authors from different positions [4]: as characteristic of a psychomotility; as characteristic of selfconfidence(Venger A.L.); emotional manifestations (Romanova E.S, Raygorodsky D.Y., Kostina L.M. and others);
as characteristic of the social conflict zone (Romanova
E.S., Raygorodsky D.Y., Kostina L.M., Teilor K.); as existence of neurotic (Oster G., Gold P., Teilor K., Buk G.) or
psychiatric deviations (Mahover K.) It is obvious that
thickness of lines reflects a state of certain spheres of the
personality psycho physiological, emotional, regulatory,
cognitive, social, and the personality in general. Therefore
we considered this characteristic of picture as prevalence of
lines thin, average and fat (on pressing level).
3. Shading existence. Shading existence also reflects
(I.V. Yershova Babenko) an inner world of the personality and is considered by different authors, as expression of
intensity of emotions or affects (V. Ave Lallemant) of a
67
numbers or without numbers shows the level of structure

of the personality and tendency to completion of actions.
5. In our work we also considered such characteristics
as narrowing of sides or reduction of the forms from
the viewer characterizing direct perspective (pic. 3.a);
increase in sides of figures and increase in the forms towards the viewer characterizing the return perspective
(pic. 3.b).
psychophysiological state, social contacts. (Teilor K.) Authors use shadings in the context of system approach to
interpretation of projective techniques. It is emphasized that
parameters of this sign can change considerably depending
on a condition of the person. We analyze features of the
shading which are present at a separate picture of the examinee, we mark out prevalence of shading percentage of the
volume of the whole picture.The mentioned characteristics
of the picture divide it on separate elements, thus these
elements separately, without context of integrity of the picture, lead to loss of interrelations between characteristics,
their mutual synergic effect. This shortcoming is managed
to be bypassed by inclusion the characteristics inherent in
complete structures, namely macro-compositional organization of the object, in this case the picture, as projection of
the personality, also a complete object. In our case the macro-compositional organization of the object can be considered as the analysis of 10 pictures on one leaf as macro-unit
of the analysis and to interpret by means of the instrument
of interpretation for complete objects laws, means and
elements of the composition.
)
b)
Pic. 3. Types of perspective a) direct; b) return
Having direct perspective may indicate the normal development of the society , the presence of return perspective integration complexity, fear of the future (Romanova E.S.). The combination of several types of perspectives
indicates the presence of conflicting trends in the orientation of the individual (Ferce G.).
6. Marking the visual center of the drawn objects, we
define existence of integrity and balance. It is known
that the center can be created as by objects, and by means
of color combinations. The main element of composition
is usually evident at once, becoming the main thing.
7. One of composition important components is the
rhythm which shows, if objects are evenly located from
each other, if there is alternation of objects (pic. 4). Existence of a rhythm shows sensitivity, sympathy and relaxedness of the drawing person.( Romanov E.S.).
II. For the analysis we marked out the following

compositional characteristics of 10 pictures:
1. Horizontal / vertical orientation of the picture
shows how all pictures are located on a leaf along the
long part (horizontal) (pic. 1.a) and along short (vertical)
part (pic. 1.b). Axes of symmetry can be vertical, horizontal, diagonal and so-called perspective (conduct into
picture depth) [7].
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b)
Pic. 1. Features of orientation of the picture composition on a

leaf: a) the vertical; b) the horizontal
Pic. 4. Samples of rhythmic compositions
8. Existence in pictures moving or domination in pictures of sketchy lines shows dynamic composition. Dynamic composition is degree of stability of a compositional form [11]. The dynamic composition is degree of
stability of the drawing person, existence of his experience of adaptation in the changing conditions. (Lebedeva)
9. The following characteristics investigated by us is a
proportion, that is equality of two or several ratios [12].
In psychology it is considered that observance of proportions in pictures characterizes openness and sociability of
the emotional sphere, a high level of development of intelligence, a harmony of regulatory sphere (Lebedeva).
10. The combination of polar colors in the objects standing nearby creates contrast. The proximity of elements,
which sharply differ from each other in color, in light and
shade (pic. 5.a), in a form (fig. 5.b) etc. Psychologists
underline that prevalence of contrast pictures shows frequent manifestations of ex-centrism and theatrality in
identity of the person. (Lebedeva)
Referring to the psychoanalytic primary source (Jung K,

Bolander K), Ferce G. [8] treats a horizontal arrangement
of the picture as a narration element, and vertical as the
declaration of the personality, connecting an arrangement
with the level of activity of a projection of the personality.
2. Prevalence in the compositional organization of
various size elements shows the level of the image scaling
[12] pictures can be small (pic. 2.a), average (pic. 2.b) or
large (pic. 2.c). This characteristic reflects the level of generality of structures and spheres of the personality.
)
b)
c)
Pic. 2. Scaling options: a) small; b) average; c) big
3. The prevailing forms in pictures are geometrical

figures (a triangle, a circle, a rectangle, a square, an oval)
of which the examined person forms objects. They testify
features of "figures" of the intellectual models, typical for
the author expressing his life priorities (emotional, social,
regulatory) (Verber B.).
4. The quantity of pictures on a leaf (up to 10), and also variants of their arrangement on a leaf randomly, with
)
)
Pic. 5. Contrast combinations: ) light, b) form
68
11. We also noted allocation by examinees of separate
pictures on a leaf in cells that wasn't provided by the instruction that formed the basis for allocation of the
Cells parameter. Its existence characterizes a strict organization, a strict rigidity of thinking, and of all personality, domination of the formal organization above selforganization.
12. Laws of composition (compositional construction). In our work we use the laws of compositional construction allocated in painting. By N. Volkov's definition
"composition a construction for sense" [13].
As experts think the composition can be considered
complete, if one of three laws of composition is carried
out. For identification of the fact of composition laws
implementation we entered the auxiliary tool the composition level which is defined by a combination of colors or forms and respectively, there is a composition on
the level of color or a form.
For the pictures analysis from these positions we used
the following composition laws:
a) The law of the whole in painting shows, how the elements integrated in the whole and how the composition
style unity is seen. (pic. 6) Under the composition style
unity we, after Babenko V.P., will understand a subordination of all compositional forms, organic for this subject,
this plot.
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ure is formed by composition of all pictures together. Also we investigate some characteristics of this integrated
composite figure. They are the following active points,
a tilt angle, an arrangement on a leaf. Close to us on understanding is an example of use of geometrical forms in
psychological projective tests of psychogeometrical test
of Delinger S., which accuracy in diagnostics by means of
a psychogeometrical method reaches 85% [6].
According to Babenko V. P. if to imagine a composite
field in the form of the correct geometrical figure, it is
easy to find its active points. The active point is a point of
fixing, the main link, a dominant role in the image.
Pic. 9. ctive points in geometrical figures
The geometrical figure in itself already contains "active

points" on which the attention concentrates and therefore it
is clear that the composition can't ignore influence of these
points, caused by specifics of visual perception. [12]
Also we define a tilt angle of this figure to horizontal
plane. An inclination to the right marked "+", an inclination to the left marked "-". The triangle standing on a basis, that is the longest side is a steady figure without inclination (pic 10.b). The triangle standing at the corner is the
unsteady inclined figure (pic. 10.a).
)
b)
Pic. 6. The law of the whole: ) present, b) absent
)
b)
Pic. 10. Geometrical composition:: ) unsteady, b) steady
b) The law of the main in the whole shows how allocated main accent round what parts of the whole are integrate. (pic.7). Internally organizing beginning in composition at first sight appears thanks to existence of a dominant the semantic center where the main action is started, there are main communications.
The position of the picture on a leaf is defined by concentration of objects in a certain place of a leaf. This
characteristic symbolizes vital space of the person. In our
research we took as a basis 100% full filling of a leaf with
objects. Respectively, deviations of pictures from scale
are considered in the ratio up to 100%.
Summing up components of geometrical composition it
will be expedient to allocate two levels of composite characteristics generalized and organizational. To generalized we carried characteristics which are a basis and criterion of creation of geometrical composition, such as: laws
of composition which show the general level of stability of
composition; the generalized form-building characteristics
a composition figure on the whole and forms of its components; and also qualitative characteristics which unite in
themselves scale, a rhythm, dynamics, proportions, contrast, prospect. Those parameters which composition elements help to arrange belong to organizational characteristics; these are cellular structures, level of elements, a tilt
angle, situation on a leaf and an exit out of its limits.
It is possible to give some interpretations of pictures as
a sample of geometrical composition. The unsteady
triangle which goes beyond a leaf provides impulsiveness
and sharp alarm (pic. 11.a). The figure of an unsteady
triangle characterizes a condition of uncertainty, instability. Absence of the center of the picture tells about lack of
integrity, focus, systematic approach, balance. (pic. 11.b).
Pic. 7. The law of the main in the whole
c) The law of balance shows steadiness of objects to

each other (pic. 8) that means an arrangement of graphic
material round the imagined symmetry axis so that the
right and left or top and lower parts were in balance. This
requirement to composition departs to the general law of
gravitation, defines a mental set in perception of balance
[12].
)
b)
Pic. 8. The law of balance: ) present, b) absent
13. Geometrical form of macrocomposition: we determine by this characteristic, what geometrical macrofig-
69
The figure of the turned trapeze (the "cut-off" unsteady
triangle) characterizes unsteady disturbed person who
actively tries to compensate these frustration by intellec-
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tual fantasies. Placement of the picture in a corner of the

leaf is manifestation of tendency to a depression and a
suicide. (pic. 11.c).
b)
. 11. Geometrical composition characteristics
Thus, as prerequisites to research of drawing projective

techniques we have chosen approach from the point of
view of a paradigm of geometrical composition in painting in combination with traditional characteristics of projective techniques.
For studying of interrelations indicators specifics,
characterizing the compositional organization of the picture and standard characteristics of pictures we carried out
the quantitative analysis of the data revealed during research by means of methods of the correlation analysis. It
allowed to confirm data of other authors, the color scale
and combinations of lines in projective techniques characterize various psychological states of the personality, and
also to reveal new compositional interrelations of pictures
characteristics. Following the results of the quantitative
analysis we found the five-factorial model characterizing
individual and psychological features of the picture from
c)
a position of compositional and traditional approaches.

Thus, during the solution of research problems we
picked up tools of parameters which are based on complete approach to mentality and laws of geometrical composition. As a result of the quantitative analysis we underlined: a) the most significant interrelations of pictures
indicators, such as interrelations between colors, lines
and shading; between various figures of composition, its
laws and elements. b) the factors characterizing the general stability and instability of composition of the picture,
the most influential interrelations between organizational
characteristics of composition.
So it is possible to claim that the chosen tools of the
analysis of the personality condition, taking into account
both traditional, and compositional (author's) characteristics of the picture, correspond to the proposed requirements.
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Theoretical model of forming deontological culture in future doctors by means of foreign language
I.P. Kaminska
Abstract. In the article there is a definition of the essence, the image of structure of theoretical model of forming deontological culture in
future medics by means of foreign language. There are described basic patterns of psychological development of personality in process
of learning activities, and it states forms and methods of forming deontological culture by means of the English language.
Keywords: deontological culture, psychological peculiarities, foreign language, professional activity, future doctors
74
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*Corresponding author. E-mail: pavelkiv.v@gmail.com

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.: . .. , 1998. 896 .
REFERENCES
1. Marshak, A.L. Paculiarities of socio-cultural relations among 3. Popov, V.A., Kondratyeva, O.U. The changing of motivation
social disoriented youth / A.L. Marshak // SOCIS. 1998.
and value orientations of the students / V.A. Popov, O.U. Kon12. P. 94-97.
dratyeva // Sociological studies. 1999. 6. P. 96-99.
2. New philosophic dictionary/ Lexicographer A.A. Gricanov //
Mn.: Publisher V.M.Skakun, 1998. 896 p.
The analysis of deformed socialization study as a motive of deviant behaviour under conditions of personality's insertion into the
subculture extension
V.R. Pavelkiv
Abstract. The author reveals the essence and interconnection between deviant behavior motives, their manifestations and youth subcultures in the article, demonstrates the nature of this interconnection at the empirical level. By means of diagnostics it characterizes behavior manifestations of deviant behavior motives. The author makes an attempt to define motives and mechanisms of youth deviant behavior forming in the conditions of including personality into subculture area which will provide conducting efficient diagnostics and timely
and targeted prevention measures of overcoming social deviations. The tasks which are put by author provide possibility of conducting
diagnostic measures for determining manifestations of personal deformation which are influenced by subculture area. The author conducts scientifical and theoretical review of researches which deal with issue of deviant behavior motives and mechanisms in the conditions of informal youth subcultures in the article.
The reasons of aggressive behavior forming of youth subcultures subjects are considered with the help of interview method. The section of youth self-actualization and its inclusion into youth subculture area is conducted. The attempt to expand impact of youth subcultures conditions as psychological determinants of youth deviant behavior is made and methods and means of psycho diagnostics of deviant behavior of youth subcultures representatives are presented and this becomes the main source of theoretical and methodological
search of the author. The submitted analysis provides systemic conception about motives of youth deviant behavior which is included
into youth subcultures area and provides disclosure of cause and result analysis of deviant behavior influence and impact of youth area
on personality.
Keywords: youth, subculture, deviant behavior, personality deformation, subculture area
79
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REFERENCES
1. Bakker, F.C. Personality differences between young dancers 6. Poklad, .M. Musicality and rhythm in systems of choreographic
and non-dancers // Personality and Individual Differences,
education // Metroritm 2. Coll. monograph; ed. .M. Yudkn.
1988, 9, P. 121-131.
K.: MFE n.a. M.T. Ril's'kiy NAS of Ukrain, 2005. P. 111-113.
2. Vetlugina, N.A., Keneman A.V. Theory and methods of musical 7. Poklad, . M. Development of choreographic ability in young
education in kindergartens// M.: Prosveshchenie, 1983. P. 255.
school children // Abstract dis. cand. psy. sc.: 19.00.07, nsti3. Vysockaya, N.E. The study of individual qualities influencing
tute of psychology n.a. G.S. Kostyuk of APS of Ukrain. K.,
the success of professional ballet dancers. // Abstract dis. cand.
2006. 20 p.
psy. sc.: 19.00.03, 1976. LSU n.a. A.A. Zhdanov, 16 p.
8. Poklad, .M. Analysis of creative potential // Sc. Bulletin of
4. Vysockaya ,N.E., Suhareva A.M. Physical and mental abilities
NPU n.a. M.P. Dragomanov. Ser. 12. Psychol. sc.:Coll. Sc.
of students in ballet schools. // Psychological physiological works. K.: NPU n.a. M.P. Dragomanov, 2005. 6 (30).
sport and work orientated abilities of the human being, 1974.
Part. 1. P. 174-180.
Coll Sc. Papres. L., P.143-159.
9. Sosnina, I.G. The special abilities of ballet dancers // Abstract dis.
5. King, L. Creativity tests // SPb.: Piter, 2005, P. 96.
cand. psy. sc.: 19.00.03 / Perm' Ped. In-t. Perm', 1997. 19 p.
Creativity in the structures of choreographic abilities

K.A. Rusanova
Abstract. The article deals with the mental and physical structures of the choreographer enabling him to successfully create pieces. It
also compares the level of creativeness of choreography students with students from other faculties. The choreographic traditions had
been established in the Ukraine in the eighties and have since not been altered. Young practitioners wanting to receive a professional
bases for contemporary choreography are very confined in their artistic development. In the context of this situation the article focuses on
the creative process within the mental and physical structures of the choreographer.
Keywords: choreography, capacity, creativity, structure, verbal, visual
84
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REFERENCES
1. Andreeva, G.V. Profesiyna of motivacia spivrobitnikiv organiv
nogo prostranstva litchnosti / of Kazan : Kazan. un -, 2010.
vnutrishnih sprav: osoblivosti instituciynogo vplivu // of Pravo
452 p. / N.R. Salihova Valued-semantic organization of vital
and Bezpeka. 2009. 2. . of 206-211./ Andreeva G.V.
space of person
Professional motivation of employees of organs of internal af- 3. Tischenko, S.P. Poklikannia svidchennia obdarovanosti / of
fairs: features of institutional influence
S.P. Tischenko // Obdarovana ditina. 2014. N 10. . 382. Salihova, N.R. Cennostno smislovaya organizaciya zchiznen
50 / S.P. Tischenko/ of Calling is a certificate of gift/
Factors of professional choices in the structure of the life election strategies of police officers
I.A. Serbin-Zcherdecka
Abstract. The human and social factors of professional choice are investigational in the structure of strategies of vital elections of workers of organs of internal affairs. It is set that conditionality of vital elections such human factors as the personal interest, advice of friends
and calling, specifies on adequacy of strategies of vital elections of investigational workers of organs of internal affairs.
Keywords: vital choice, course of life, situation of choice, strategy of choice, professional self-determination
90
Editor-in-chief: Dr. Xnia Vmos
The journal is published by the support of

Society for Cultural and Scientific Progress in Central and Eastern Europe
Kszlt a Rzsadomb Contact Kft nyomdjban.

1022 Budapest, Balogvr u. 1.
www.rcontact.hu
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p-ISSN 2308-5258

III(33), Issue 66, 2015

Pedagogy and Psychology

Oleg Melnikov, Doctor of Science in Pedagogy, Belarusian State

Tatyana Prokhorova, Doctor of Science in Pedagogy, Professor

Kosta Garow, PhD in Pedagogy, associated professor, Plovdiv

Tetiana Hranchak, Doctor of Science Social Communication,

Olga Sannikova, Doctor of Science in Psychology, professor,

The journal is listed and indexed in:

ICV 2014: 70.95

INNO SPACE SCIENTIFIC JOURNAL IMPACT FACTOR:

2013: 2.642; 2014: 4,685

ISI (INTERNATIONAL SCIENTIFIC INDEXING) IMPACT FACTOR:

2013: 0.465; 2014: 1.215

DIRECTORY OF RESEARCH JOURNAL INDEXING

Perspective analysis of preschool specialists training peculiarities in France

The development and reformation of educational sector in

education, the problem of preschool teachers education was

possible to transition from one role to another even with

Table 1. Characteristics of the main forms of ECEC

GROUP ECEC ARRANGEMENTS

INDIVIDUAL ECEC ARRANGEMENTS

1,7 billion euros (including

135 billion , including 3-6 year olds)

Source: French Background Report, 2003

According to the development of preschool education

(CAPE); high school teacher (CAPES), which makes it

Table 2. ECEC Professionals: Summary table

Age group targeted

Source: French Background Report, 2003

There are several factors influencing education policy

prepare teachers to work with children of preschool age

Conclusions. The investigation of preschool teachers

The prospects of developing art teaching in higher school

Introduction. To train teachers who could in the modern

tween the Ukrainian art schools and European community

In this regard, we note that the development of higher

erties of higher artistic and pedagogical education bring it

The use of the case-technologies in teaching Maritime English

J. Boehrer states that among the purposes of casetechnologies are to:

foster critical thinking,

encourage student responsibility for learning,

transfer information, concept, and technique,

develop command of a body of material,

blend affective and cognitive learning,

enliven the classroom dynamic,

develop collaboration skills,

teach questioning and self-directed learning [1].

answering case study questions,

completing a table with case data,

multiple choice tasks,

brainstorming students' ideas,

completing an evaluation form.

and perhaps uncomfortably, from content provider to process facilitator.

Multiple Choice Tasks. A teacher can give cadets a

Cadets are divided into small groups, each group getting

Summarize the discussion, highlight the key analytical

Cross-Cultural Communicative Competence

Introduction. The trend towards the use of English as an

This is scientism [4,5,6] and it has influenced the teaching

Practice of Translation from English at the Institute of

principle of tuition is effected, which ensures that students

URL: http://www.nbuv.gov.ua/portal/natural/Vnulp/ Ukr_term/